

CojpghtN? 


COPYRIGHT DEPOSm 



J 



1 








!• « 


■V I 


i0k. 








:-4j 







■ < I ■-.; -V- " •,:*' 

‘^ t^- 'b -- *' ' " - -ij: - ^ 'iASHtat- . 

‘Jtl 0 ;. # ^ ^ v<% ‘V •*» ^ V- -• ^ // 


-% 




nFT ^ - f-Sty^ '*v. * — I inTUT ‘ ; r?¥; ^ - '^o 

Bv' , f. ■•-•-/ *^, ■• ^ V X' ■•c'v.lfr 

L: iS»-,:<A:Jv:. ,^-:4 .. ,: <■ .•^Iib%j^,<^?& 


w 


tt 



»*- 




1 




u<i 









-#.*• 







The Author and little Mary Deer, an Indian girl 
pupil. 


(Frontispiece.) 



X3he 

Rural School = Teacher 

or, A Double West Virginia Love Story 

By 

Buchanan White 

Superintendent City Schools 
Weston, W. Va. 

Author of 

“ White's Practical Grammar and Composition" 



Broadway Publishing Company 
635 Broadway, York 


-t 




''b 




Copyright, 1909 

BY 

BUCHANAN WHITE 


Ail Rights Reserved 


LIBRARY of CONGRESS 
Two OoDics Received 

MAY 6 1809 



V 


'AUTHOK’S i^OTE. 


Beading for pastime is a pernicious habit. 
The reader usually procures fascinating stories 
for the purpose, which naturally stifle desires 
for that which is elevating and refined. Those 
who acquire the hahit simply glance over the 
pages without regard to pronunciation or ex- 
pression, They read by absorption, as it were, 
and hasten over the pages to reach the climax 
of the story. 

An interest in good literature may be in- 
spired by placing at the disposal of the young 
people, good literature of the helpful and stimr 
ulating hind, boohs which are of an educational 
character — reading which is instructive as well 
as interesting, wholesome and instrinsically 
valuable. 

In the preparation of the ''Bural School- 
Teacher/' the author has endeavored to comr 
bine sentiments which tend to elevate and 
broaden one's conception, with those incor- 
porated for interest alone. The greater portion 
of the story is fiction, yet much true history is 
so interwoven as to render the booh valuable 
from an historical standpoint. 

Teachers daily verify the references to indif- 


il 


/iutho/s Note 


ference of parents, and their inclination to en- 
ter into the sympathies of their children when 
their sensitive and impulsive nature is in any 
manner aroused by the teacher. 

The purported history of the characters con- 
nected with the story reveals many latent char- 
acteristics of human nature, which influence 
and strengthen the aesthetic attributes of the 
mind. There is nothing more pathetic in 
nature than the transition from youth, when 
there are no fixed intentions, to mature man- 
hood of unwavering stability and firmness of 
purpose. There is no greater treasure in the 
universe to-day than a well balanced mind and 
an equable temper. The work of the teacher 
is both critical and appreciative. The horizon 
of the children's thoughts may be widened and 
their sense of appreciation cultivated by a little 
judicious executive ability. 


THE RURAL SCHOOL-TEACHER 


CHAPTER L 

How the old schoolhouse is banished, 

Like so many of its race, 

To the elements that wrought it — 

And a new one holds its place. 

— Carleton. 

In a secluded spot in one of the richest coun- 
ties in Virginia, now West Virginia, was born 
the leading character of this story — Leonard 
Lowell. Hothing was observed in his early 
life to indicate extraordinary gifts of nature, 
except the charms of a gentle disposition which 
increased in magnetic power as he advanced in 
years. 

With eyes of blue and dimpled cheeks, he 
romped and played like other children. There 
came a time, however, when the latent powers 
of innocent child-life developed into wise and 
masterly activity. Through his influence, 
many young people were led to higher and 
nobler aspirations. 


2 The Kueal School-Teachee 

Leonard’s first day at school was an emo- 
tional one to him. His only source of enjoy- 
ment had been the flowers of the field, the birds 
of the air, and a Maltese kitten, which had 
formed so great an attachment for him, that it 
seemed cruel to mar their happiness by any 
manner of separation. Many a dim, misty 
winter’s night, long after Leonard had retired 
and lay snugly ensconced in his baby robe, se- 
curely protected from the chilly blasts of win- 
try storms, its ^%eow” could be heard in the 
quiet hours of the darkest night. 

The school in which Leonard enrolled was 
one of the first kindergarten schools taught in 
West Virginia after the War of the Rebellion. 
His interest was quickly aroused, as the teacher 
passed from one pupil to another with words of 
cheer and countenance beaming with pleasure. 
And his ecstacy knew no bounds when he saw 
pleasant smiles envelop her face, then vanish 
and reappear like the sunshine and the shadow. 

The wise teacher endeavors to gain the good- 
will of her pupils at the beginning of the term, 
and Miss Asher sought to accomplish this in 
too short a time. Leonard had never experi- 
enced so much happiness in all his life. He 
thought his teacher was the loveliest creature 
in the world except — ^his Maltese kitten. 

Many teachers fail because they seek to ob- 
tain results by methods which are contrary to 
nature. Various niethods are adopted to gain 


The Eueal School-Teacheb 


the affection of pupils, for it is generally known 
that children do not succeed well unless they 
respect and love the teacher. 

Do not men engaged in all of life’s vocations, 
professional men, orators, statesmen, poli- 
ticians, and even ministers, resort to different 
methods of winning approbation? Who, then, 
should complain of the teacher who chooses to 
adopt similar methods? 

Was it not in harmony with nature’s de- 
crees for this young lady to resort to any fair 
means which might enable her to accomplish 
desired results? 

The child mind is so susceptible to impres- 
sions, and so plastic in its existence, that no 
wonder Leonard returned home that evening 
filled with emotions of the beautiful and the 
good, as portrayed by his teacher, whose life 
had been devoted to the cause of education. 

1^0 one objects to hearing nice things said 
about him. All seem to covet approbation. 
Every individual is conscious of his short- 
comings. This consciousness is revealed, 
either directly or subconsciously, and no one 
cares to have his faults rehearsed in the man- 
ner so common with some people. 

Chronic criticism, incessant scolding, and 
never-executed threats are especially harmful 
to young people, and should be avoided by those 
whose duty it is to make the plane of existence 
inspiring and conducive to a higher moral 


$ The Eural School-Teachee 

tone; and every effort to thwart this purpose 
is criminal in its nature. 

Most children possess a somewhat passionate 
temper, which, by judicious management may 
be so ameliorated as to transform them into 
agreeable companions. An obstinate will can- 
not be conquered by harsh and arbitrary meth- 
ods of discipline. Instead of applying paralyz- 
ing blows of harsh criticism, which is too often 
done in a spirit of resentment, one should seek 
to aid in the development by persuasive and 
humane methods, so as to bring greatest hap- 
piness and strength into the lives of those for 
whom the schools are maintained at so great 
expense. 

Leonardos troubles began on the second day, 
when other children received as much attention 
from the teacher as he. This did not please 
him. He was disappointed, wounded in spirit 
and desired to return home. 

Who can understand the heart-aches of child- 
hood, the conversion of love into hatred by that 
arch enemy, jealousy, caused by misplaced con- 
fidence ? 

^^When this potent instigator of mischief se- 
cures a foothold on the virgin soil of human 
passion; when the fires of jealousy kindle and 
rekindle from combustion of pent-up hatred, 
engendered by real or imaginary deception,” 
how quickly the selfish nature asserts itself 
egorts to oppose adverse influences. 


The Rukal School-Teacher 5 

A striking example of this kind of jealousy 
is recorded in the story of the shepherd lad, 
Joseph, whose brothers hated him so intensely, 
because he was his father’s favorite, that they 
cast him into the pit in the wilderness, but 
afterward sold him as a slave to a company of 
Ishmaelites, for twenty pieces of silver. 

Leonard was confident the hoys and girls had 
invaded his domain, and were intruding upon 
rights peculiarly his own. He regarded all 
such intrusion an offence against him and his 
individual rights. This was the situation when 
he left school at the close of the second day. 

His teacher had been too kind, too affection- 
ate during the first few hours of their asso- 
ciation. 

Ho teacher can afford to continue long in 
lavish kindness and excessive privileges with- 
out endangering school government. Instruc- 
tors are not equally successful in teaching the 
branches required, and in maintaining proper 
discipline. 

It is equally true, that many fail because 
they become too intimate with pupils during 
class work, and too familiar during periods set 
apart for recreation. American boys and girls 
improve opportunities for mischief, and usually 
retain all advantages gained during familiar 
moods of the teacher. 

Miss Asher made the mistake by presenting 
everything in so pleasant a n^anner on the first 


C The Eukal School-Teacher 

day, and then in depriving the children of 
these privileges afterward, for the little ones 
naturally expected a continuation of individual 
attention and much time for amusement. 

Leonard was opposed to theories so repulsive, 
and would not willingly return to school, al- 
though he was delighted with everything about 
the premises except this apparent deception on 
the part of the teacher. 

He had already learned two words, and had 
a clear conception of the letters composing each 
in his mind. Every time he saw the word 
^^cat,’’ he thought of his Maltese at home. Hot- 
withstanding all these pleasant features, he 
would not be persuaded to return to school, and 
his mother, one of those kindly disposed 
mothers who believe in gratifying many cap- 
rices of childhood, consented for him to stay at 
home. 

During the early period of youth, the child 
has no fixed intentions, and is influenced large- 
ly by impulses of the moment. 

At the end of the month, when Miss Asher 
called at the Lowell home to inquire about 
Leonard, she was informed that the little boy 
had not been treated right, and would not be 
required to attend school any more. 

Parents often allow children to dictate their 
own terms, when petty differences arise be- 
tween them and the teacher, without endeavor- 
ing to ascertain the cause of the disaffection* 


The Rukal School-Teachee 7 

For this reason teachers are often subjected to 
criticism by fond parents who give much cred- 
ence to what the children report. 

It is quite common for teachers to receive 
notes like the following; ^^Please make Johny 
Day quit throwing snowballs at my boy, or I 
will keep him at home.” ^^If you don’t whip 
Johny Day for running over my boy at school, 
I will see what the law is on the subject.” 
!N^otes of this character are sent to teachers, by 
parents, who, knowing only one side of the case, 
are prone to decide in favor of their own chil- 
dren whose veracity they think should at all 
times prevail. 

There is no other profession in which those 
who are responsible for its honor have so many 
voluntary advisers. These would-be critics do 
not consider the time and money spent by 
teachers in preparing for the responsible work 
of the schoolroom by a thorough mastery of 
text-books, and by studying best methods of 
school government. 

They do not know, that, ^Teachers must un- 
derstand the changing psychologic conditions 
which vary according to age and sex of pupils; 
that they must adapt the work of the school- 
room to the mental and physical conditions of 
the children ; that they must arouse interest and 
enlist attention; that they must know how to 
employ devices to support the methods they 
use; that they must know that mental activity 


8 


The Eueal School-Teacheb 


depends upon ttie physical conditions of the 
body; that they must often supplement the 
author in teaching any subject.” 

IsTor do they seem to realize that teachers are 
not tyrants and do not seek opportunities for 
punishing pupils, and that they can best govern 
the school without unwise interference of par- 
ents; that teachers are better qualified to teach 
and to discipline the school than are those who 
know nothing of the science of methods, or of 
the secret of school government; that it is the 
duty of teachers to impress upon the minds of 
the children exquisite recollections which will 
cling to them for life. 

Miss Asher was conscientiously devoted to 
the duties of the schoolroom. ISTo other teacher 
ever labored more zealously than she for the 
advancement of the children. 

It is true, she may not have engaged in the 
profession as a matter of choice. Many of the 
best teachers were influenced by environment 
or necessity, rather than by choice. 

Leonard’s mother committed a grievous 
wrong when she permitted her boy to stay at 
home and to spend his time in idleness. 

It is never wise to indulge children in all the 
varied whims of youth. At one time their 
highest regards may be centered upon the 
teacher ; at another, their affections may be 
transferred to some one else. An attempt to 
gratify the impulsive nature of childhood, 


The Eurae School-Teacher 9 

would entail an onerous burden and would re- 
sult in irreparable injury. 

Leonard did not attend school any more for 
several years, and then only at the earnest so- 
licitation of Merrill Mayo, a little girl friend 
of his childhood. She materially influenced 
his life after his childish whims had passed 
away with his youth. Her parents formerly 
lived in Japan, a country on the other side of 
the globe. 

Merrill was present on that eventful first 
day of Miss Asher’s school, when Leonard was 
so favorably impressed with the mithical 
charms of his teacher. She never forgot the 
dimpled cheeks, the laughing eyes, and the 
pleasant countenance of the urchin who re- 
ceived more attention from the teacher than 
other children. 

In fact, she was jealous of him on this ac- 
count, but her jealousy then, was of a different 
nature from that which influenced both their 
lives in later years. 

When Leonard was twelve years old, Merrill 
persuaded him to enroll again as a pupil, and 
to try the fascinations of the schoolroom under 
new environments and with another teacher. 
The building in which the school was taught, 
was a typical log house, with puncheon floor 
and greased paper windows, situated on the 
Ohio Kiver not far from Wheeling, in Western 
Yirginia* 


10 The Bueal School-Teacheb 

The teacher, whose name was Albert Gordon, 
was a young man who claimed to have a home 
somewhere in Old Virginia. He had lived for 
more than a year in a rudely constructed cabin 
in the valley, and had spent most of the time 
in hunting and fishing. He was so reserved in 
manner, that the settlers did not covet his ac- 
quaintance. They had become accustomed to 
his habits of exile, and no effort was made to 
learn the history of his life. Should any one 
attempt to converse with him, his answers 
were always evasive and conveyed the impres- 
sion that some mystery overshadowed his life. 

Many of the residents regarded him with 
suspicion. Some thought he might be an es- 
caped convict, who was avoiding the penalty of 
the law by seclusion. Others suspected he 
was an emissary sent out to learn the situation 
in regard to secession of the States. Hone, how- 
ever, approached the true reason for his volun- 
tary exile in the valley hermitage. 

' It was by mere accident that they became 
better acquainted with the noble young man. 
He was out on the river in a canoe one balmy 
summer’s evening, when a larger boat glided 
out on the surface /of the water. He had lived 
in exile so long that he had acquired the habit 
pf day-dreaming. 

He saw the vessel approaching, but allowed 
the canoe to drift with the current without any 
perceptible effort to avert the danger. He had 


The Eueal School-Teacheb 


11 


dropped the oars and seemed lost to the 
world, while the canoe gradually drifted into 
the wake of the vessel. 

The pilot made every possible effort to arouse 
him from the reverie in which he appeared to 
be peacefully reposing, but without avail. The 
passengers and ship’s crew witnessed the im- 
pending danger, powerless to do anything to 
save the young man’s life. 

At the moment when the suspense became 
unbearable, a shrill, pathetic scream, wild, 
weird and heart-rending, as the sound was 
wafted across the waters, resounded from the 
deck. This transhuman alarm affected his dor- 
mant sensibilities and aroused him from the 
trance. During the transitional moments, he 
saw a familiar face as a young lady on board 
leaned over the railing in efforts to attract his 
attention. By renewed efforts at reviving con- 
sciousness he freed himself from the spell of 
self-hypnotism. Distinctly he heard his name 
called, — ^Albert Gordon. 'Next moment the 
current capsized the craft, and, to all appear- 
ances, he was lost beneath the waves. 

Gazing out from her position on the upper 
deck, Ethel Laxon recognized Albert Gordon as 
he sank beneath the foaming waters. She ap- 
pealed for help. She begged that a boat might 
be lowered and everything in the power of hu- 
man agency be done to rescue him from so hor- 


12 The Eueal School-Teacheb 


rible a death. It seemed that no heroes had 
embarked on this pleasure trip, for none could 
be found who were willing to risk their lives 
in efforts to rescue the stranger. 

More determined than was ever a soldier on 
the field of battle; braver than the bravest on 
board the vessel, Ethel went down in a boat to 
the rescue. And there, clinging to the ponder- 
ous water-wheel, was the object of her danger- 
ous venture. Yes, there was Albert Gordon 
who had been refused Ethel Laxon’s hand in 
marriage hj an irate father. 

Ethel had left home and friends in search of 
the one she loved so well. She was persistent 
in her efforts to find him that she might plead 
for a reconciliation with her father. During 
these months of vigilant search for her lover, 
her courage never abated. She had not heard 
a word from him since he left the community, 
and great was her surprise to see him drifting 
in the canoe on the surface of the clear stream. 
Even before she espied the birch-bark boat, she 
felt herself drawn with an irresistible power 
toward its occupant. 

Albert Gordon’s experience was frightful, in- 
deed, as he performed those revolutions on the 
great water wheel, and had it not been for the 
courage of Ethel Laxon, his lifeless body 
would soon have floated at random to the bot- 
tom of the river. Her prompt action alone 


The RuEAii School-Teaoheb 


13 


saved his life, and they were soon basking in 
the sunshine of love, composed and happy on 
hoard the vessel which seemed to seek his 
destruction. 


14’ (The Eukae School-Teacheb 


CHAPTER IL 

Hearts, like apples, are hard and sour, 

Till crushed by Pain’s resistless power; 
And yield their juices rich and bland 
To none but Sorrow’s heavy hand. 

— Holland, 

When Albert Gordon heard those cruel words 
of refusal from Ethel’s father, he realized that 
further insistence would avail nothing except 
to make matters worse by irritating the old gen- 
tleman’s obdurate disposition toward those 
whom he disliked. Broken-hearted and danger- 
ously despondent, he decided to leave forever 
the scenes of his happiest days. He did not even 
inform Ethel of his intention, for he had been 
warned in terms most emphatic not to speak to 
her again. 

After Albert’s rescue from drowning they 
decided to postpone the wedding day, believing 
that Mr. Laxon would finally relent, for he 
loved his daughter dearly. 

Had they known at the time of Albert Gor- 
don’s rescue, that Ethel’s father was beside him- 
Belf with grief on account of the disappearance 


The Rural School-Teacher 15 

of his daughter, and that he had offered vast 
sums of money to any one who would restore 
her to him, they might have returned without 
fear of further opposition. But Mr. Laxon 
learned in the meantime, that his daughter was 
alive and well, and that they only waited for 
him to make an unconditional surrender of all 
objection to the marriage, so that, instead of 
sending the message of forgiveness, he hard- 
ened his heart against them. 

In pursuance of their plans to await devel- 
opments, it was agreed that Ethel should reside 
in Wheeling until something more definite could 
be learned of the situation. Wheeling was then 
a flourishing town on the Ohio River, not far 
from Albert’s cabin home, and which, after the 
separation of Virginia, became the capital of 
the western division. 

The happy couple spent many hours on the 
summit of Wheeling Hill. They often went to 
the place from which Major McCullough made 
his famous leap for life, when he so fearlessly 
endeavored to relieve the defenders of Fort 
Henry, but was separated from his men and 
surrounded by the Indians. ISTo more daring 
feat of horsemanship was ever performed by 
man. McCullough, with his trusted rifle in one 
hand, and the reins of the bridle in the other, 
urged his noble steed over an almost perpen- 
dicular precipice of more than one hundred feet 
in descent. 


16 


The Eueal School-Teacheb 


Albert Gordon was now too Happy to conceal 
His identity longer. He was related to some of 
the best families of the South, among whom 
was Major-General Gordon, who, a few years 
later, figured so conspicuously with the immor- 
tal ^‘Stonewall’’ Jackson in the War of the Re- 
bellion, in which many noble lives were lost in 
defence of principles advocated by the opposing 
governments. 

When Albert returned to his refuge in the 
cabin, his heart was buoyant with hope for the 
future. He sought more elevating employment 
than rambling over the hills and through the 
valleys, in which he had taken up his abode. 
He had taught school at Middletown and at 
Richmond, and now wondered why he might not 
again devote a portion of his time to the cause 
of education. 

As late as 1860, only three counties west of 
the mountains had free schools. The Virginia 
Constitution adopted in 1776, was silent on the 
subject of schools. It appears that not a word 
relating to education was incorporated in that 
first organic law framed for an American State. 

Select schools were maintained by those who 
had the means to employ teachers for their chil- 
dren. But a good many parents residing in the 
primeval settlements did not possess a sufficient 
amount of this world’s goods to maintain their 
families, and to pay tuition for their children 
in school. 



•J 


Stonewall Jackson’s ]^)Oyhoo(l Home, and the Old Jack- 

son Mills, near Weston, W. Va. 

(Facing page i6.) 








The Rural School-Teacher 17 

When Albert Gordon sent out a subscription 
for the purpose of making up a school, much 
interest was manifested, and more than thirty 
pupils enrolled. Among those who subscribed, 
as has already been intimated, were Merrill 
Mayo and Leonard Lowell. Leonard was not 
inclined to attend, but his little lady friend per- 
suaded him to enroll. Her will was law with 
him, and he complied with her request. 

Who can fathom the depths of child love, or 
comprehend the soul’s attraction for a congenial 
companion with whom to dwell? Many mis- 
takes are made by parents who dictate in the 
selection of playmates for their children, be- 
cause of caste or other reasons best known to 
themselves. 

Young people instinctively become attached 
to some playmates more than to others, and 
those whose companionship is most agreeable 
may not belong to the moneyed class. Some 
parents pay no attention to the disposition or 
character of those with whom their children 
associate. 

Who can enumerate the lives of humiliation 
caused by unwise interference of parents in the 
choice of husbands for their daughters, or wives 
for their sons ? 

Positions of wealth and honor are too fre- 
quently substituted for genuine adoration and 
love born of the soul. There are many unhappy 
homes because nature is thwarted in her plans 


18 


The Kueal School-Teacheb 


to select congenial companions, that each may 
possess what the other lacks in consecration to 
a life of exquisite harmony. 

It would be more conducive to happiness to 
live in a hut where love rules, than in a palace 
where its influence is never realized. Abiding 
faith and unfaltering love frequently have their 
inception in childhood, while the children yet 
romp on the village green, or play at hide-and- 
seek among the grasses on the greensward or in 
the verdant meadows. 

Leonard was restless and dissatisfied when 
recitations were assigned, for he knew only a 
few letters of the alphabet. He was tempted to 
betake himself to the hills and valleys, — ^his 
favorite haunts. 

When the aroma of the sweet-scented flowers 
float on the balmy breeze ; when the butter-cups 
expose their golden vessels to view, and the 
apple blossoms gleam with renewed brightness 
in the sun-light; when the valleys and the slo- 
ping hillsides resound with the songs of the 
birds whose melody is exceeded by nothing else 
in the universe; when the imaged snow-flakes 
fall so majestically as to incite admiration, then 
the pent-up energy of robust boyhood rebels 
against arbitrary confinement, and seeks the 
pleasures of the hedge and the brook where his 
emotional nature may commune with all nature 
in the culmination of childhood ambition. 

The philanthropist realizes that the greatest 


The Rueal School-Teachee 


19 


problem of the age is to know how to deal with 
the boys, whose every inclination is influenced 
by the elements which support life, and to 
which all creation owes its existenca 

A prominent educator recently said in the 
West Virginia School Journal: 

^^Every artist should know his materials. 
Most of us teachers do not. The teacher is al- 
ways surest of success who sympathetically 
studies his pupils. It is generally recognized 
that ^the boy’ furnishes the hardest problem.” 

^Tn the first place, he is full of trust ; he be- 
lieves everything. The world to him is full of 
wonder and he has not yet learned that appear- 
ances are deceptive, both in the world of nature 
and the world of man.” 

^Tn the second place he is curious to know. 
His eyes go everywhere to picture to him the 
grand new panorama of the world ; and he is as 
assiduous in collecting photographs of nature’s 
grand scenes as the tourist with his camera. 
His eyes are open to every sound of harmony 
and discord — the fluttering spray, the chiming 
brook, the thunder tone, the song of every bird 
is to him a voice from that beautiful, mysterious 
nature whose wonders he longs to explore.” 

^^He is full of ambition, too. He longs for 
leadership ; he is anxious to excel other boys in 
feats of physical prowess, or in any contest 
where victory is pleasant. Closely allied to this 
quality is love of approbation. Ho boy is in- 


20 


The Rural School-Teacher 


sensible to praise or blame. Praise carefully 
bestowed has a powerful influence over every- 
body.” 

^Tbere is a fourth quality of boyhood that 
can by no means be omitted in this analysis, and 
that is incomprehensible vital force which urges 
him to ceaseless activity. He does not under- 
stand, nor do we, its mysterious source, nor the 
law of its action. We only know that he is filled 
with an unsuppressible energy — an energy that 
must spend itself upon something. We may de- 
termine the direction of its activity, but we can 
never seal up the fountain and stop its over- 
flow.” 

^^These are the chief elements of the boy — ^the 
bad boy and the good boy, and the teacher who 
would do his duty to the boy and to his own 
conscience, must ponder them well. The boy is 
a delicate instrument to play upon. It is not 
hard to produce discordant music; it is only 
through infinite pains that we may call out 
pleasing harmony.” 

An old time teacher could scarcely control a 
school at the present time, because of the 
changed conditions which develop with each 
succeeding generation. These conditions are 
not always more favorable than those which 
preceded them, but they take place with unerr- 
ing certainty. 

A prominent writer recently said in the 
‘^Manufacturer’s Record” : 


The Eural School-Teacher 2! 

man who honestly studies the situation 
can be otherwise than profoundly concerned 
over the conditions which are developing 
throughout this country in the changing char- 
acter of the rising generation. However opti- 
mistic one may be, it is scarcely possible to find 
a business man who does not realize that within 
the last ten or fifteen years there has been a 
great change in the character of the boys of all 
sections.’’ 

^^It is impossible to secure boys who can in 
any way compare in readiness to work, in abil- 
ity and in concentration of effort with the boys 
of fifteen or twenty years ago. Here and there 
are to be found exceptions, but these exceptions 
are as refreshing to the business man as is the 
oasis in the desert to the traveler.” 

^^The country seems to have gone mad on 
many subjects, but on none to a greater extent 
than on education, which, as it is carried on to- 
day, is largely a matter of miseducation. Boys 
are being trained away from a sense of responsi- 
bility, from concentration of effort, from a will- 
ingness to follow the only path which can possi- 
bly lead to mental, moral and financial success.” 

^^We are developing throughout the country 
a disposition on the part of the boys, which 
drives them to a desire to get money or get other 
things without the willingness to give work in 
exchange. They seem to have been taught, 
either at home or at the schools, that they desire 


22 The Kueal School-Teacher 

to get something for nothing, not realizing, or 
at least unwilling to put in practice, that labor, 
honest toil of brain or brawn, is not the only 
sure road to success, but is the only honest 
road.” 


The Rueal School-Teacheb 


23 


CHAPTER III. 

Pleasures are like poppies spread, 

You seize the flower, its bloom is shed; 
Or like the snow-flakes on the river, 

A moment white, then gone forever. 

— Bums, 


Whenever Leonardos restless nature prompted 
him to leave school, a reassuring smile or a kind 
word from Merrill Mayo would suffice to ap- 
pease his inclination and induce him to remain. 
Most of the children of his age were in advance 
of him, but his manly pride asserted itself and 
he entered upon the duties assigned with a de- 
termination to succeed. Influenced by dame 
nature’s attractions, his mind often went back 
to the time when his ideal teacher treated him 
so kindly on the first day of school, but appeared 
reserved and unfriendly on the second day. 

All went well with him until he allowed his 
temper to obtain the mastery over his ambitious 
nature. This is common among boys and girls 
wherever they associate with one another. 
There is a latent jealousy in every bosom, which 
had its origin in the Garden of Eden, perhaps, 


24 The Eueal School-Teacher 

when Adam partook of the forbidden fruit and 
attempted to justify his act of disobedience by 
saying, ^^The woman whom Thou gavest to be 
with me, she gave me of the tree, and I did eat.” 

Every boy has certain inalienable rights and 
he knows it, intuitively, perhaps, but he knows 
these rights are his by divine origin, and deems 
it a duty to defend them under all circum- 
stances. 

One day the boys were engaged in a spirited 
game of ball. Physically Leonard was a match 
for any player in the game. One of his oppo- 
nents sought to obtain an advantage by unfair 
means. This was done by stealthily approaching 
from the rear, and striking him a blow with 
sufficient force to disable one arm entirely. 

Leonard could not believe the injury was the 
result of an accident. From his position in the 
game, he could not see how such a blow could 
have been dealt without premeditation on the 
part of the guilty player. It had already 
dawned upon him that some effort at chicanery 
might be resorted to, but, being honest himself, 
he did not anticipate so unwarranted an attack. 
His passion dominated his deliberations so 
quickly that his pugilistic nature was aroused, 
and with the other hand he dealth his assailant 
a blow which sent him sprawling to the ground. 
Leonard would not strike the lad as he lay upon 
the turf, but waited for him to rise and renew 
the combat. 


The Eurae School-Teacher 26 

. There were other hoys in the game as mus- 
cular as he, and Leonard wondered whether 
some of those might not take sides against him. 
This thought had scarcely entered his mind 
when a burly lad with high cheek bones, whose 
general appearance was pugnacious, attempted 
to avenge the apparent wrong. He did not know 
that Leonard had acted solely in self-defence, 
and proceeded to the attack with a vengeance 
which showed malice aforethought, and a de- 
termination to do great bodily harm. 

Leonard dexterously parried each stroke and 
thus protected himself from further injury. 
Finding he was more than a match for his ad- 
versary, even with one arm disabled, Leonard 
became the aggressor and succeeded in landing 
a blow on the young man’s head which caused 
him, too, to measure his length upon the sod. 

At this stage of the altercation, he gazed first 
at the boys lying on the ground, and then toward 
the schoolhouse. He wondered what would be 
the result of the unfortunate encounter. At that 
moment Merrill Mayo appeared on the scene. 
From a distance she had seen that cowardly boy 
strike Leonard, and also saw what he did in 
his own defence. 

When Merrill saw the second boy fall, she 
ran to tell the teacher, but he could not be 
found. Hastening to the scene of the trouble, 
she gently placed a hand on Leonard’s arm and 
conducted him to the schoolhouse. The moment 


26 The Eubal Schooe-Teacheb 

Merrill appeared on the plaj-ground, Leonard’s 
passion subsided, and he attempted to apologize 
for his conduct. Having been an eye witness to 
all that transpired, she would not listen to an 
apology from him. 

Leonard confidently expected to be formally 
dismissed from school, but the teacher did not 
even mention the matter, and the boys were 
ashamed to mention it to any one. 

Mr. Gordon knew more about the trouble 
than any of the boys suspected. From a place 
of concealment he had seen all that took place. 
He observed that the punishment inflicted by 
Leonard was effective, though not administered 
by one in authority. 

Viewing the situation from an executive 
standpoint, Mr. Gordon decided to await devel- 
opments before taking any steps in regard to 
punishment. 

Merrill was much concerned for fear Leonard 
would be expelled. She explained that he had 
acted solely in self-defence, and was not re- 
sponsible for the trouble, but Mr. Gordon ap- 
peared indifferent and unconcerned, and would 
not converse with her on the subject. This ap- 
parent indifference was interpreted by Merrill 
to mean, that Leonard would be compelled to 
leave school. Acting upon the impulse of the 
moment, she proposed that they both withdraw 
at once and thus avoid the mortification of his 


The Rural School-Teacher 27 

dismissal because of these violations of the 
rules. 

The conditions here related disclose another 
type of deception by a school teacher, one 
was ever more concerned in any matter of im- 
portance than was Albert Gordon in this unfor- 
tunate difficulty. But from a teacher’s position, 
as viewed by individuals who presume to know 
more about the profession than those who devote 
their lives to the work of the schools, he could 
not safely express his opinion for fear of public 
censure. 

Should he make known that he had witnessed 
the fight among the boys, would not some wise- 
acre insist, that all who were in any manner 
connected with it be punished alike? In the 
exercise of his best judgment he resolved to do 
nothing until such time as he might deem it 
wise to express his views in regard to punish- 
ment of pupils for offences committed while 
under the teacher’s control. 

The attorney-at-law who undertakes to de- 
fend a person charged with a crime, well knows 
it is not safe to depend upon public opinion 
while excitement prevails. The prejudice pre- 
vailing in the neighborhood where such crime 
has been committed, renders it almost impossi- 
ble to secure an impartial jury of his country- 
men to try the accused. Important cases of this 
character are often continued that the passions 
of the people may subside. 


^8 The Eueal Sohool-Teacheb 


If Mr. Gordon had been at liberty to express 
an opinion, he would have commended Leonard 
for his manly defence under so great provoca- 
tion. Teachers sometimes punish pupils when 
there is abundant evidence of justifiable de- 
fence. Such a course would have been cruel in 
Leonard’s case, and Mr. Gordon was too wise 
to commit so flagrant a wrong against justice. 

Although Leonard’s injury was of a serious 
nature, he did not miss a single day from school. 
He suffered a good deal at night, which caused 
him to lose many hours of refreshing sleep, but 
he never missed a lesson. His progress was 
wonderful for one in his condition. Only one 
other person understood how he succeeded so 
well in the preparation of his lessons, and that 
person was Merrill Mayo. 

Every evening from seven until nine o’clock, 
they studied together at her own fireside. She 
would solve the difficult problems, and do the 
writing for him, so that, by the close of the 
term he had outstripped many of his school- 
mates who were in advance of him at the be- 
ginning of the term, 

I 


The Rueal School-Teachee 


29 


CHAPTER ly. 

Procrastination is the thief of time ; 
Year after year it steals till all are fled, 
And, to the mercies of a moment leaves 
The vast concerns of an eternal scheme. 

— Young, 


At the close of a beautiful Autumn day, Mer- 
rill Mayo’s father received intelligence that 
some title papers to vast real estate owned by 
him were defective, and that a company of 
merchants in Hew York would contest his right 
to hold the property. Many valuable tracts of 
Virginia lands originally belonged to wealthy 
men residing in England. 

Mr. Mayo determined to defend his claim 
to the estate, even at the risk of spending his 
fortune in attorney fees and costs in court. His 
counsellor advised him to proceed at once to 
England and have the defective documents 
corrected before proceedings should be insti- 
tuted by the contestants. Acting upon this ad- 
vice, he made preparations for the journey. 
To relieve the monotony incident to a tedious 
ocean voyage, he asked his wife and daughter 
to accompany him. 


30 


The Rtteal School-Teaoheb 


When Merrill learned of this contemplated 
trip across the ocean, she interposed objection, 
but could assign no other reason than, that she 
did not wish to be separated from Leonard so 
long. Those fond parents did not realize the 
depth of the love which filled the souls of these 
children. Such love exists only in the purity 
and simplicity of innocent childhood. 

At MerrilFs solicitation, Leonard went with 
them as far as the city of New York, and while 
waiting at the wharf, they covenanted to and 
with each other to remain steadfast in the love 
thus plighted in the complaisance of their 
youth. 

The voyage was fraught with many dangers. 
Day after day the unhappy passengers lived in 
fear and suspense. Every moment seemed to 
bring new dangers. Eor several days and nights 
a dense fog enveloped the sea so that it was im- 
possible to discern objects at a distance. The 
surging of the billows, as the vessel ascended 
and descended with the waves, made the situa- 
tion more appalling. 

Their condition appeared more terrorizing 
when it was learned that the pilot had become 
suddenly ill, and had continued to direct the 
course of the ship after he became delirious and 
did not know what he was doing. They knew 
not whither they had drifted during this inter- 
val of several hours. With no other person on 
board who understood the duties of pilot, thejr 


The Eueal School-Teacheb 


81 


realized the danger of being consigned to the 
chilly waters of the great ocean. 

When the sea became a little calm, they saw 
in the dim distance an object floating half-sub- 
merged on the bosom of the ocean. They gave 
chase. The mysterious something kept pace 
with them, and for hours the engines were taxed 
to their utmost capacity. 

By and by the phantom loomed up in larger 
proportions, and its form appeared more clearly 
defined. Those at the helm knew they were 
gaining, and, barring accidents, would soon 
overtake the floating prodigy. From the time 
the pilot had directed their course after he 
became unconscious, the vessel had drifted at 
random without reference to the points of the 
compass. There was now no means of learning 
how much it had deviated from the true course, 
nor did the passengers seem to care, as the 
chase became more exciting. 

There was on board an old gentleman with 
gray hair, and beard almost as white as snow, 
who claimed, that several years before this voy- 
age was made, he had seen a similar contrivance 
called a semi-submarine boat. It had been sent 
out from England, but for what purpose he 
never learned. 

It was known, however, that such boats were 
in use at one time by the English, to destroy 
unfriendly objects floating within their juris- 


32 


The Eueae Sohool-Teacheb 


diction. They were also employed when rapid 
transit was desired. 

In view of all they could learn about the 
prodigy, they reasoned that it could not be a 
sea-monster, or it would not remain so near 
the surface, nor continue in a straight course. 
As they gained upon the floating phantom a 
sound resembling that made by an engine in 
motion was heard. In view of all the facts and 
circumstances, they concluded they had been 
chasing one of those sub-marine boats. 

Since the English were also interested in the 
slavery traffic, it was thought the purpose of 
its visit to American waters was to learn of 
conditions in regard to slavery in the States. 
At any rate, they would follow the floating 
mystery to its destination. 

This course, perhaps, saved their lives, for 
they soon sighted land off the coast of England 
not far from the mouth of the Thames Kiver. 

When Mr. Mayo went to inform his wife and 
daughter that all danger was past, Merrill had 
become unconscious. Eear had weighed so heav- 
ily upon her delicate constitution, that she no 
longer possessed sufficient strength to support 
so frail a being. 

On the pillow of her couch was found a note 
addressed to Leonard Lowell. She had remem- 
bered him through all these frightful scenes, 
and when death seemed inevitable, had written 


The Eueal School-Teacher 33’ 

him a farewell message. When Merrill’s par- 
ents read the note, they realized more fully the 
solemnity of her devotion for her childhood 
lover. 

Merrill was taken to a hospital where she 
lingered for days, with the death angel hovering 
near in eager anticipation. She seemed to think 
that Leonard had fallen overboard. So vivid 
was this impression, that it was almost impossi- 
ble to relieve her mind of the delusion when 
consciousness returned. Her chest rose and fell 
as though trying to burst the bonds that held 
her firmly bound to this impression. | 

Hot until she again read her own message, 
did she realize that she was in error. Having 
become convinced that Leonard had never been 
on board, she implanted on her mother’s brow 
and eyes and lips, a profusion of kisses, then 
closed her eyes and sweetly slept. 

Mr. Mayo proceeded to adjust the defective 
land titles. He was everywhere greeted with 
marked respect. He could not understand why 
he was thus honored by strangers in a foreign 
land, until he learned the English people yet 
remembered that James Kumsey, inventor of 
the steamboat, was also a Virginian by birth. 

Mr. Eumsey first built a steamer on the 
Potomac Kiver not far from Shepherdstown, 
in what is now West Virginia. Several years 
later he went to England and built a steamer 


34 ' The Eueal School-Teacher 

and tested it on tlie Thames Eiver. Mr. Eum- 
sey never returned to Virginia, for while 
explaining his invention in London, he was 
taken suddenly ill and died within a few hours. 


The Rural School-Teacher 


35 


CHAPTER V. 

A little learning is a dangerous thing; 
Drink deep, or taste not the Pierian spring ; 
Their shallow draughts intoxicate the brain, 
And drinking largely sobers us again. 

— Pope, 


When Leonard returned from Hew York, 
after the departure of Merrill and her parents, 
his whole nature seemed changed. The chirping 
songsters flitted among the trees unnoticed by 
him, and the flowers of fen or forest no longer 
possessed attractions for his imaginative mind. 

His sorrow would not be appeased. He 
sought relief in various ways, but failed, until 
one day, in looking over some books in his 
mother’s library, he found a volume which con- 
tained some accounts of early ocean voyages. 
He encountered so many hard words and nauti- 
cal terms in the book, that he called upon his 
mother for help, and she kindly offered to read 
the story for him. She would read by the hour, 
and still he was not satisfled. 

Perhaps if Merrill Mayo had not gone out 
on the great ocean, he never would have taken 
any interest in books on navigation. So earnest- 


S6 The Eueal School-Teacheb 

ly did he enter upon the study of the subject, 
that his general knowledge was augmented, and 
he became a better reader. Even Miss Asher’s 
instruction was not superior to that of his own 
affectionate mother’s. 

Teachers may entertain affection for their 
pupils. By motherly endearments they may 
pretend to sacrifice their own best interests for 
the sake of the boys and girls. Yet no one 
except a mother can comprehend the magnitude 
of a mother’s love. The wayward son may be 
forsaken by every one else, yet there still, re- 
mains in the mother’s breast genuine love for 
the boy. 

When Mary Queen of Scotts was being im- 
portuned to obtain a divorce from her heartless 
husband, whom she had made sharer of her 
throne as Queen of Scotland, she would not be 
persuaded. The historian says: 

“She would rather endure to the end of her 
days the tyranny and torment she experienced 
from her brutal husband, than hazard in the 
least degree the future greatness and glory of 
the infant which was lying in his cradle before 
her, equally unconscious of the grandeur which 
awaited him in future years, and of the 
strength of the maternal love which was smiling 
upon him from amid such sorrow and tears, 
and extending over him such gentle, but de- 
termined and effectual protection.” 

When the beautiful Queen was placed on 


The Kueal School-Teacher 37 

trial, and was found guilty, as an accessory to 
Babington’s Conspiracy, her son, James of 
Scotland, made but little effort to prevent ber 
execution. A few moments before ber death, 
while in the execution ball, she said: 

^^Tell my son that I thought of him in my 
last moments, and that I have never yielded, 
either by word or deed to anything whatever, 
that might lead to his prejudice. Tell him to 
cherish the memory of his mother, and say that 
I sincerely hope his life may be happier than 
mine has been.’’ 

Love’s potent influence is bounded only by 
infinity itself. 

^^There is a beautiful legend that at creation’s 
dawn an angel came to earth, seeking something 
to take back with it to heaven. It returned with 
a bouquet of flowers, a baby’s smile and a 
mother’s love. When it reached the pearly gates 
of Paradise again, the flowers had withered, the 
baby’s smile had vanished, but the mother’s 
love was found to be as pure as the eternal 
waters that flowed by the heavenly throne and 
all the angels exclaimed, ^There is nothing on 
earth pure enough for heaven but a mother’s 
love.’ ” 

Leonard’s mother was rejoiced to see her son 
changed from a careless, romping lad to one of 
studious habits and devotion to books. When 
the second term of school began in the valley, 


38 The Eueal School-Teachee 

Leonard appeared early on the premises anxious 
to renew his efforts to obtain an education. 

Albert Gordon’s happiness was now complete, 
since he had found the one he loved, and he 
tried to regain his self-composure, and to take 
counsel with his prudence. The lives of these 
young people exhibit another example of the 
sincerity of the soul for those who the Creator 
intended should become the source of their mu- 
tual happiness. 

During these months of prolonged anxiety, 
Mr. Laxon persisted in opposing the marriage. 
This state of expectancy continued long after 
they hoped to receive an invitation to return 
home and be forgiven. 

But when Mr. Laxon learned of their inten- 
tion, he determined to teach Ethel a severe 
lesson. He was provoked beyond measure to 
think his daughter, who had been the recipient 
of every kindness which a doting father could 
bestow, should prefer to live a Gypsy life on 
account of a school-teacher. 

Mr. Laxon had no eulogies for teachers. He 
claimed they engaged in the profession to avoid 
more arduous labor, being too indolent to com- 
ply with the scriptural injunction, ^^Earn thy 
bread by the sweat of thy face.” His view has 
many supporters among certain classes to-day. 
Because a few engage in the profession and fail, 
many are subjected to criticism akin to ridicule. 

There are misfits in all professions, and a 


The Eueal School-Teachee 39 


few incompetent persons engage in teaching. 
Even Luther, the Great Keformer, said: 

‘^Such teachers and masters we have been 
obliged to have everywhere, who have known 
nothing themselves and have been able to teach 
nothing good or useful.’^ 

There was a time when almost any one who 
could write a legible hand, and could read with 
some degree of sentiment, was considered com- 
petent to teach school. That period has passed 
with the ages, and now all who desire to engage 
in the profession must secure a license or cer- 
tificate, before they are allowed to teach in the 
free schools of the country. 

A good many people do not comprehend the 
onerous duties devolving upon those who under- 
take to teach and train the youthful mind. 
They do not realize that teaching is one of the 
most honorable professions in which one can 
engage, and that to the teachers of the country 
we owe an enormous debt of gTatitude. In this 
profession, appreciation is never lavishly be- 
stowed. 

Eeferring to the great work of the teachers, 
Dr. Wickersham says: 

^^The methods adopted in the work of teach- 
ing may be right or they may be wrong. Just 
so the horticulturist can stimulate his plants to 
a more active growth or he may destroy them; 
the lawyer may gain or lose his cause; the 
physician may cure or kiU his patient ; and even 


40 The Kueal School-Teacheb 

the mechanic may operate upon his wood, or 
clay, or iron by skilful or unskilful processes. 
Immortal minds are committed to the teacher’s 
charge. If he adopt right methods of teaching 
he can make those minds bear an image worthy 
of their heavenly origin and destiny and of 
Him who created them ; but if he pursue wrong 
methods they may be marred and debased until 
they become the most lamentable of all specta- 
cles, wrecked and ruined human souls.” 

^^Ho man can operate skilfully upon a thing, 
the nature of which he does not understand. 
The farmer must understand the nature of the 
soil he cultivates; the blacksmith, the iron he 
fashions ; the potter, the clay he moulds, before 
either can produce the most advantageous re- 
sults.” 

‘^The human mind is certainly not less easy 
to comprehend than are soils, iron, or clay, that 
the teacher can safely be relieved from the spe- 
cial professional labor and study required of 
farmers, blacksmiths, and potters. True, like 
them, he may work like a machine, or work by 
imitating others, but such blind methods of 
procedure, unworthy of a man in any avocation 
of life, become almost criminal when applied to 
the education of human beings whose success 
in this world and happiness in the world to 
come, he may jeopardize.” 

The school is not the only agency which con- 
tributes to the acquisition of an education. 


The Eural School-Teacheb 41 

Doctor White, in his ^^Art of Teaching,” enu- 
merates some of these agencies which unite in 
securing desired results: 

'^The home, the school, the church, civil soci- 
ety, the State, industry, physical environment, 
and all else that touches man, are, in this wise 
sense, educational agencies, and each contrib- 
utes something to the complex result called 
education.” 

Doctor Fitch, of England, gives an opinion 
in the following words : 

^^Men are educated from infancy to the grave 
by all the sights and sounds, the joys and sor- 
rows, which they encounter, by the character 
and behavior of their friends, the nature of 
their surroundings, and by the books they 
read.” 

Alexander L. Wade, who for more than half 
a century was engaged in educational work in 
West Virginia, said: 

am glad that I was called to be a teacher ; 
and though I say with humility that my work 
has always seemed very imperfect, I have had 
as an ideal the example of the Man of Galilee 
who went about doing good, and who was called 
the ^Great Teacher.’ ” 

Those who engage in educational work often 
sacrifice health, wealth and honor in the cause 
of moulding, guiding and directing the minds 
of the youth to higher spheres of development. 
They prepare the boys and girls for all the 


42 The Bukae School-Teacheb 


positions in life from the cradle to the grave, 
and yet they are censured more than any other 
class of persons in existence. 

ITewell Dwight Hillis recently paid the fol- 
lowing high tribute to teachers : 

^‘More and more we are enthroning the teach- 
ers as the architects of the Republic. What the 
warrior was to the ancient regime, what the 
knight-errant was to feudalism, what the dis- 
coverer was in the time of Columbus, the 
teacher is to-day. Our city does well to exalt 
its teachers, to emphasize its schools and to 
weave chaplets for the scholar’s brow.” 

^^But the men who are controlling the des- 
tinies of the country to-day are men at whose 
feet have been poured out all the riches of poli- 
tics, liberty, science and morals, and the teach- 
ers are the Ration’s benefactors. The school- 
house and the teacher represent America’s 
greatest contribution to social progress.” 

^Tt is given to the solicitor to protect liberty, 
but it is the scholar who discovers the principles 
of freedom; it is given to legislatures to make 
the laws, but it is the scholar who discerns the 
principles; it is given to the merchant to feed 
and clothe the State, but it is for the scholar to 
make the citizen worth clothing and supporting ; 
it is given to the church to make the citizen 
moral, but without the schoolhouse conscience 
would be untaught, rude and mistaken.” 


The Eueal School-Teaohee 43 


CHAPTEK VI. 

But you who seek to give and merit fame 
And justly bear a critic’s name, 

Be sure yourself and your own reach to know, 
How far your genius, taste and learning go. 

— Fo]pe, 

There is a vast difference between the pro- 
fession of teaching and other professions in 
which men engage. The success of an attorney- 
at-law does not depend upon his uprightness, 
his sobriety and his conscientious devotion to 
the task of elevating mankind. By inadvert- 
ence, or by ignorance, he may lose vast sums of 
his client’s money, and not have a dollar with 
which to make restitution, and yet be permitted 
to practice law. 

The physician may prescribe medicine, and 
its effects may or may not improve the patient’s 
condition, yet he is not prohibited from experi- 
menting upon others, and whether his patients 
live or die, the doctor bill must be paid. In 
fact, claims of this character have preference 
over all others except funeral expenses. 

The dentist also has advantages unheard of 
by teachers. He may fill maxillary cavities be- 


44 : The Eueal School-Teacher 


cause of necessity, or for improvement in facial 
expression. For whatever services he may ren- 
der, he is not paid a small pittance by the 
month, but charges according to the kind and 
character of work done. 

Even the minister may enter the sacred tem- 
ple in humility, and admonish the members of 
the church to abstain from wickedness in all 
its forms, and ^^to read the scriptures for in 
them ye think ye have eternal life.’’ Those who 
hear the admonition may disregard it entirely, 
and yet the minister feels that he has performed 
his Christian duty. When members of his flock 
become dissatisfied, they simply remain at 
home, and the ^^preacher” does not discommode 
himself to warn them of their downward course. 

The law protects the church from disturbance 
during hours of worship, and no responsibility 
rests with the minister to preserve order. This 
can not be said of the teacher. He is held re- 
sponsible for the conduct of the boys and girls 
five days in the week, and sometimes for what 
they do on Saturday and Sunday. 

A proper distribution of authority by parents 
and teachers has concerned the law makers of 
every country on the face of the globe, and they 
are no nearer a proper solution than when they 
first began. 

The school supplements, but in no sense can 
it be said to supplant the home or the church. 
While the aim of the school is to make good 


The Rueal School-Teacher 


45 


citizens of all its pupils, it can not overcome tlie 
difficulties of environment and heredity. Most 
teachers are conscious of this fact, and seek to 
avoid any conflict of authority or of responsi- 
bility. There are many forces acting in opposi- 
tion to the best eflPorts of the teacher, and these 
forces always influence in contrary directions. 

The teacher ^s duties are not limited to teach- 
ing the branches prescribed in the course. Ex- 
cept responsibilities which pertain to securing 
and maintaining proper discipline, one of the 
most important duties of teachers and parents 
is to instill into the minds of the boys and girls 
a correct view of true patriotism. 

Rev. Doctor Hopkins said on this great sub- 
ject: 

patriot is one who loves his country ; but 
to love one’s country does not involve hatred of 
every other country, nor love of strife and con- 
quest. Hor does it mean love merely of the soil 
and of our country’s physical endowments. It 
means love of the high ideals for which our 
country stands, and love for our country’s chil- 
dren — white and red and black — through whom 
these ideals are to be made real.” 

^^The kind of patriotism our country needs 
to-day is not the kind which spends itself in 
shouts and smoke, or even in marching in battle 
array; it is the kind which shows itself in a 
genuine love for the people and which sacrifices 
all to exalt and save them. It is not that spuri- 


46 The Eural School-Teacher 

I 

ous kind which keeps grinding away on the 
hurdy-gurdy of the dead past, endeavoring to 
revive the bitterness and strife of days gone by ; 
it is the kind which hates and tries to overcome 
injustice and loves and tries to establish the 
good and the true.” 

^^ISTever in our country’s history did she need 
true patriotism more, men and women who dare 
to ignore the line of party and to defy the boss’ 
whip, and who will speak out kindly, yet firmly 
against the evil and the false and for the good 
and the true.” 

^^This does not mean standing on the street 
corner and proclaiming aloud your views; it 
means that when right and wrong are in the 
balance, you will always uphold the right. It 
means that when the popular current is flowing 
away from justice and virtue, you will, without 
ostentation, set your face in the opposite direc- 
tion and boldly stem the tide.” 

Dr. Seeley in speaking of patriotism, says: 

^^Our young people need to be taught that 
patriotism means more than burning fire-crack- 
ers and making much noise on the Fourth of 
July, more than marching in a parade and 
shouting applause at patriotic speeches, more 
than worship of the stars and stripes, though 
all of these may be commendable; it means 
more even than readiness to spring forward at 
the call to arms in the moment of the country’s 
peril.” 


The Rueae School-Teaoheb 47 

'^They must leam that patriotism makes its 
most important demands in times of peace, 
when the nation is not aroused by appeals to 
National honor, and when the people are not 
disturbed by the excitement of contest. He is 
the truest patriot who obeys the laws of his 
country; who discharges his duties both public 
and private unfailingly and courageously; who 
respects the rights of others, even though they 
differ in opinion from him.” 

George H. Martin referred to patriotism in 
these words : 

^^The new patriotism will return to the old 
standards. It will insist, that, if it is culpable 
to go into politics to serve selfish ends, it is still 
more culpable to stay out for selfish ends. If 
juries are packed, and so justice perverted; if 
votes are sold, and so elections purchased; if 
bribes are received, and so legislation is made 
corrupt; if public business is in the hands of 
spoilsmen, the blame will be laid at the door of 
the good men who allow it to be so.” 

^Gf this kind of patriotism is to be fostered 
in our land, it must come through the great 
body of teachers in our public schools. It must 
begin early, for the great mass of children leave 
school before they reach their teens. It will 
never be taught in the highest and best sense if 
not taught by the teachers of the public schools, 
who reach this vast body of children.” 

It is true of patriotism as of religion, a large 


48 The Eueal School-Teaoheb 

number of children never hear much about 
either at their own homes. Very few people 
take the pains to teach their children the import 
of the American flag. How forcibly this signifl- 
cance is expressed in the words of Senator 
Hoard : 

have seen the glories of art and architec- 
ture and of river and mountain. I have seen 
the sun set on the Jungfrau and the moon rise 
over Mount Blanc. But the fairest vision on 
which these eyes ever rested was the flag of my 
country in a foreign port. Beautiful as a flower 
to those who love it; terrible as a meteor to 
those who hate it is the symbol of the power 
and the glory of fifty millions of Americans.’’ 


The Bural School-Teacher 


id 


CHAPTER YIL 

Be good, sweet maid, and let who will be clever ; 

Do noble things, not dream them, all day 
long; 

And so make life, death, and that vast forever 

One grand, sweet song. 

— Charles Kingsley, 

Mr. Laxon was persistent in his refusal to 
consent to the marriage of his daughter and this 
school-teacher. This unexepected turn in affairs 
left the young people in doubt as to the wisdom 
of their course. They had mistaken the temper 
of the man. Ethel had become so tired of her 
lonely life, that she was on the verge of despair. 
She entertained such high regards for woman’s 
rights, that she loathed to humiliate herself by 
asking Albert Gordon to name the wedding day. 

He was differently situated. While engaged 
in educational pursuits, his mind was diverted 
from the embarrassing position in which his 
lady love was living. He did not realize how 
thoughtless he had been, nor how negligent had 
been his conduct toward her. 

He seemed to have forgotten, that she had 


50 The Rural School-Teacher 

left a good home where all was joy and comfort. 
!N'either did he realize, that in law, they were 
nothing more to each other, than when they 
entered into this compact to become husband 
and wife. 

This fact alone was sufficient to cause Ethel 
to grieve over the situation. She had patiently 
whiled away the hours until the day appointed 
for the wedding to be solemnized came, but 
when that time passed, with no culmination of 
her fondest hopes, her soul rebelled against a 
continuation of this state of uncertainty. 

Ethel now wondered whether she had acted 
wisely in leaving home and mother for the sake 
of a school-teacher. Might not their love yet 
turn to hatred ? They had no assurance that her 
father would ever change his mind in regard 
to the marriage. She longed to return home 
where she had been queen of the household. 

Albert Gordon’s second term of school closed. 
Being again free from the attractions of the 
schoolroom, he could more forcibly realize the 
position of his self-sacrificing friend, who had 
forsaken everything pertaining to home and 
friends because of her devotion to him, but he 
could see no way out of the difficulty. 

"No invitation had been extended for them to 
return home where all was joy and comfort. 
iN'either did Mr. Gordon have a home prepared 
for his bride should the marriage be consmu- 


The Eueal School-Teacher 51 

mated. Under the circumstances he suggested 
a postponement of the wedding day. 

Having been sorely tried by this life of isola- 
tion, with no loved one to share her loneliness, 
Ethel’s faith temporarily waned as the mist 
before the morning sun, and she left the room 
unperceived. She had looked forward to the 
wedding day with ever increasing emotion, and 
could not entertain ideas of further delay. 

Why should he elect to prolong her anxiety 
to be with him always? With a faint smile 
diffusing her pallid countenance, she left the 
room unperceived. 

Albert Gordon did not realize, until too late, 
the effect of this conclusion upon her already 
wounded and bleeding heart. Her soul rebelled 
against this state of expectancy. In her madness 
she momentarily forgot her admiration, respect 
and love for him. The suspense became un- 
bearable. It was evident that she did not intend 
to return. Every nook and corner of the prem- 
ises were searched but no Ethel could be found. 

There are times when the heart is too full for 
utterance. With forebodings of evil, Albert re- 
turned to the cabin to suffer commensurate 
remorse for having blighted the hopes of one of 
God’s fairest creatures. 

Day after day he roamed about over the hilly 
uplands, and through deepest recesses of the 
forest. With thoughts chasing each other with 
lightning-like rapidity, he went to every tryst- 


52 The Eueal School-Teacher 

, . . 4 

ing place which they had so often frequented 
when they drank from love’s sweetest fountain. 

Time and again he went to the summit of 
Wheeling Hill where their souls had communed 
in complete adoration, vainly hoping that some 
trace of her might be found, but all his efforts 
seemed only to magnify the anguish of his soul 
in fruitless endeavor. 

The time for the next term of school camo 
only too soon for the disconsolate young man. 
Ho tidings of his loved one had been received. 
He could not believe that she was numbered 
with the dead, yet he entertained but little hope 
of ever seeing her again on earth, and in his 
heart existed an aching void which all the riches 
of earth could not fill. He sought to drown past 
memories by diverting his mind to the responsi- 
bilities of tbe schoolroom. 

Many of his former pupils enrolled, and with 
them a few new ones. Among the latter, was a 
beautiful damsel of sixteen summers, who came 
from over the sea. Her name was Ellen Steu- 
ben. She possessed an enviable disposition, was 
sweet-tempered, kindly disposed and highly 
cultured. Mr. Gordon observed that she was 
well educated for one so young, and recom- 
mended high school branches, but she did not 
so elect. 

So well had Leonard improved the time dur- 
ing vacation, that he was prepared for advanced 
work in a few branches. For this advancement 



On the summit of Wheeling 


Hill. 


{Facing page 52.) 


I 




The EuKAii School-Teacheb 63 

he was indebted to his mother, who had so 
faithfully assisted him during the long summer 
months. 

When the organization of the school was com- 
plete, Mr. Gordon was surprised to learn that 
this lady of foreign birth and Leonard Lowell 
were in all classes together — a queer coinci- 
dence. He could not see why she chose to be so 
classified. 

They soon became agreeable companions. 
Her proffered aid in the preparation of difficult 
lessons was appreciated. Leonard no longer 
needed help from the teacher. Their acquaint- 
ance ripened into friendship. Mr. Gordon was 
aware of this increasing intimacy, and for the 
first time did he look upon Leonard in other 
than a kindly spirit. 

He wondered if it was jealousy which thus 
affected him, as day after day he became more 
irritable because these young people worked to- 
gether and appeared so perfectly contented in 
each other’s company. 

Since there is a cause for every effect, Mr. 
Gordon believed Ellen had a design in entering 
all classes alone with I^onard, but he was not 
in position to complain, for they never violated 
any rules of the school. 

Ellen’s affability so impressed Leonard, that 
his infatuation increased with every passing 
moment. Enraptured by her style and manner, 
he seemed to have forgotten his adoration for 


54:' The Eueae School-Teaches 

the little maiden who had crossed the great 
ocean, and from whom he had heard nothing 
since her departure. 

Ellen was like Merrill in many ways. At 
times Leonard almost realized he was in Mer- 
rill’s presence, so similar were the actions of 
the two girls. He could hardly believe he was 
in the company of a stranger whom he had 
never seen until the beginning of that term of 
school. 

Ellen understood his likes and dislikes as 
perfectly as if they had grown up together. To 
say the least, he was under the mystic charms 
of a lovely being. How gentle, how sweet, how 
lovable she appeared to him as those brilliant 
eyes gazed into his own bashful face. 

Ellen Steuben could have told him how she 
learned of his personality, even while she was 
yet far away across the waters. She could have 
informed him that she and Merrill had become 
acquainted at her own home in England, and 
that she had heard from Merrill’s own lips of 
his many noble traits of character, and these 
encomiums, enunciated in the ecstacy of childish 
delight, had created within her breast a longing 
to see him with her own eyes, to associate with 
him, and to realize the joys which had been 
Merrill’s happy possession while in his com- 
pany. 

Merrill had, in confidence, imparted to her 
many secrets, as girls are inclined to do, of how 


The Eueal School-Teacher 65 

she loved Leonard and had longed to return 
home that they might again revel in the pleas- 
ures which were so conducive to her complete 
happiness. 

These disclosures of implicit fidelity, laid 
the foundation for a deep-laid plot to impose 
upon Merrill’s confidence, and Ellen proceeded 
to carry her plans into execution. Eor the first 
time in her life did she deceive her parents by 
telling a falsehood. 


69 T:?^; Eueal School-Teacheb 


CHAPTEK VIIL 

Our whitest pearl we never find; 

Our ripest fruit we never reach; 

The fiowering moments of the mind, 

Drop half their petals in our speech. 

— Holmes, 

Ellen Steuben was the only child of the fam- 
ily. Her parents were wealthy. She often 
viewed the enigmatic love stage with a vehement 
desire to realize its potent influence in her own 
soul. 

As she read stories of love for love’s sake, she 
acknowledged that she would make any con- 
cessions which would enable her to idolize as 
lovers do in the story books. She knew what it 
meant to love father and mother, but from the 
lover’s standpoint, her heart was yet ignorant 
of its magic influence to rule or ruin those 
affected by its power. 

Since she and Merrill possessed so many 
traits in common, Ellen wondered whether 
Leonard might not become as deeply interested 
in her, under attractive influences, as she had 
been devoted to Merrill. Acting upon this pre- 


The Eueae School-Teaoheb 57 

sumption, slie planned a trip to tlie States 
ostensibly for the benefit of her health. 

Ellen’s father was ever ready to promote the 
happiness of his daughter, and when informed 
of her declining health, and that her physician 
had recommended a change of climate, he 
agreed to send her to the United States of 
America where certain health resorts are said 
to possess more medicinal properties than any 
others in the world. 

Mr. Steuben was postmaster in the city where 
he resided in England, and Ellen had access to 
all departments of the office. She cunningly 
made use of the opportunity thus afforded, to 
intercept Merrill’s letters to her sweetheart, 
and in this way learned his address. 

Ellen had become so reticent in her anxiety 
to see the young man, that jealousy prompted 
her to read those love missiles. This explains 
why Leonard never received any word from 
Merrill after she went to England. 

One quiet moonlight evening, when the balmy 
breeze seemed to convey messages of love on its 
vibratory waves, Leonard crossed the fields on 
an errand of like nature. Emerging from iso- 
lated by-paths into the highway near the village 
post-office, he passively inquired for mail ad- 
dressed to Leonard Lowell. He received a small 
package of letters among which was one 
stamped with the English postmark. 

At the sight of the English stamp, his placid 


68 The Kueae School-Teacher 

composure gave place to abstraction, and bis 
neart beat with increased animation. What a 
surprise was in store for him! Merrill had, 
indeed, written him a letter. Though couched 
in few words, it revealed the character of his 
charming classmate. It disclosed the fact, that 
Ellen Steuben had imposed upon his confidence 
during the entire time of their acquaintance. 

At no time had Ellen ever intimated that she 
knew Merrill Mayo before she left England on 
this alleged trip for the benefit of her health. 
She had at all times left the impression on 
liOonard’s mind, that all she knew about Merrill 
was what he had told her himself. 

This letter conveyed the intelligence that 
Merrill had become acquainted with Ellen 
Steuben in England, and that Ellen had gone 
to America on account of failing health. She 
expressed a wish that Leonard might meet her 
while she was on the continent. She also sent 
a message of love to be delivered orally to Leon- 
ard should an opportunity present itself. 

More than a year had elapsed since Ellen 
Steuben left England, and still no word had 
been received by Leonard from the friend of his 
childhood. Merrill’s faith was ever constant 
during the time of her sojourn in England, for 
she loved as only a lass can love who had never 
loved before. 

Merrill could not believe that Leonard would 
intentionally neglect to write regularly to her* 


The Rural School-Teachee 59 

She even suspected that her letters had not 
been received, and decided to write once more. 
That letter reached its destination, for there 
was no jealous lover at the English post-office 
to intercept it. 

When Leonard read the letter, his powers of 
discernment failed to interpret its meaning. 
He could hardly persuade himself to believe the 
declarations it contained. He resolved to see 
Miss Steuben at once and demand an explana- 
tion. 

With the letter tightly clasped in his hand, 
he hastened to her home where he found her 
playing a love ditty on the mandolin. 

Ellen went forward as usual to greet him, 
but drew back in dismay at sight of his tearful 
eyes. He thrust the letter into her hands. The 
color faded from her rosy cheeks. The madness 
of despair came over her, for she could not 
formulate any plausible defence of her conduct. 

Realizing that her deception had been made 
known, she smote her breast in deep humility. 
Every attempt at explanation added confusion 
to her indiscretion. 

What a wily web this novice lover had woven 
to be unwarily ensnared in its meshes. She had 
met the one she could love, only to realize her 
conquest was in vain. Her devotion had been 
lavished upon her ideal but to submerge her 
with desolation. The unalloyed pleasures of 


60 


The Eueae School-Teaoheb 


the past few months had been purchased at too 
great a price. 

Had Ellen Steuben anticipated interference 
of this nature, she might have been prepared 
to counteract its effects upon her best laid plans. 
So effulgent had been her enjoyment in Leon- 
ard’s company, that she had permitted the 
moments to pass without considering that a day 
of retribution might come when least expected. 

Passively she had wondered what would be 
the result should the Mayo family return while 
these conditions existed, but still continued to 
court friendly relations with little or no con- 
cern, trusting that, should the worst happen, she 
might employ such effrontery as the exigencies 
of the moment might suggest. 

Ellen knew Leonard entertained for her more 
than mere passive friendship. He had made no 
declarations of love, yet she believed if they had 
been left alone, she would ultimately have suc- 
ceeded in enticing him away from his childhood 
lover. Crestfallen and distracted, she pleaded 
for some consideration of approval of her con- 
duct under such circumstances, and that he 
would not forsake her while thus burdened with 
sorrow. 

Blinded by copious tears, which added charms 
to those she already possessed, she told Leonard, 
that had she loved him less, she never would 
have risked so much to establish herself in his 
friendship. 


The Rueal School-Teacheb 61 

This inordinate desire for his companionship 
had its inception at the time when Merrill re- 
cited his many noble qualities to her in the quiet 
of the veranda at her own home in England. 

Ellen reasoned that the only way to accom- 
plish her purpose would be to prevent corres- 
pondence between them. 

Having made full confession of all the 
wrongs committed against him, and with this 
plea in justification, she submitted her claims 
for his consideration, hoping that her entrench- 
ment upon his good graces might possess sufii- 
cient reason to allay the sentiment which 
threatened her annihilation from his affection. 

As Leonard gazed into those tearful eyes, 
and comprehended the anguish of soul into 
which the lovely damsel had precipitated her- 
self, his heart was touched, for he was young 
and inexperienced in the ways of the jealous 
lover. 

Between paroxysms of grief, she sought to 
obtain from him some assurance that she might 
still hope for a reconciliation. She had firmly 
resolved to test the adequacy of the love which 
had so mysteriously affected her existence since 
she first knew Leonard Lowell. 

In order to learn more of the young man 
without arousing Merrilbs suspicion, she had 
intercepted his letters. She believed that if cor- 
respondence could be prevented, they might for- 
get their childhood pledge. 


62 The Rueae School-Teaoheb 


Ellen Steuben had traveled more than three 
thousand miles across the billowy ocean for the 
purpose of testing the potency of a love so efful- 
gent in its dominion over the hearts of unsus- 
pecting individuals. She realized her indiscre- 
tion, but still hoped that this estrangement 
might not be permanent. Her only purpose in 
attending that school was that she might have a 
favorable opportunity to test her powers of 
fascination upon the unsuspecting young man. 

Leonard regarded her importunities with 
sympathetic consideration, when he learned how 
profound must be her admiration for him, and 
promised to remain her friend in the future. 

Could he have glanced across the waters, and 
have seen a meek little maiden on bended knee, 
interceding with the Great Comforter, that 
Leonard might answer her last letter, if nothing 
more than to say that he still remembered her; 
could he have heard her pleading with her par- 
ents to return home, that she might again enjoy 
the pleasures of his presence, he might have 
been more discreet in making rash promises to 
a jealous rival lover. 

When the soul of man becomes a prisoner to 
the seductive charms of angel types of human 
beings ; when his will-power has lost its tension 
because of irresistible feminine charms; when 
his mind travels through the magic lanes and 
fairy woods of Love’s dreamland, then is he 


The Eural School-Teacheb 


63 


incapable of directing bis own course with dis- 
cretion, or of entering into sacred obligations. 

Leonard bad become so engrossed during this 
dramatic scene, that be yielded to ber entreaties 
to a dangerous degree. During tbe awe-inspir- 
ing moments, a fervid idolatry seemed to possess 
bis soul, and be forgot all about tbe tell-tale 
letter. He could not recall tbe incident further 
than, that be bad placed it in ber bands. Ha 
even neglected to notice tbe post mark that be 
might know ber address. 

Instead of profiting by tbe experience, Leon- 
ard permitted more artful deception to be prac- 
ticed upon him while bis mind was thus 
diverted from its usual placid composure. 

When Ellen glanced over tbe letter she read, 
^^In this last appeal to you,” and stealthily con- 
cealed tbe note. She hoped this would prevent 
correspondence so long as Merrill remained 
beyond tbe confines of tbe great ocean. There 
existed in tbe young lady’s heart, a combination 
of love and envy ; love for Leonard Lowell, and 
envy for bis youthful lover. 

Gratification of any feeling is said to be 
pleasant. To anger, revenge is sweet To love, 
possession is perpetual delight. Love begets a 
desire for tbe elevation of tbe person, and envy, 
a desire for humiliation. 

Tbe mind seems to be endowed with a faculty 
which antagonizes reciprocity in love affairs. 
Individuals often deviate so far from tbe paths 


64 The Eura.l School-Teacheb 

of rectitude as to seek revenge in cases of love 
turned to hatred. 

How forceful is the sentiment expressed in 
the following words: 

^^Of all the sensibilities of mankind, there is 
no more powerful gift of God than love. There 
is no other attribute with which to compare it ; 
not even with patience, generosity, or humil- 
ity.” ^Tt is the culmination of all the better 
elements that constitute perfect beings, the 
focus of all the colors of the spectrum doubly 
magnified.” 

The Apostle Paul says : ^Tf I speak with the 
tongues of men and of angels, and have not 
love, I am become as sounding brass, or a tink- 
ling cymbal.” 


The Kueal School-Teachee 


65 


CHAPTEK IX. 

We live in deeds, not in years ; in thoughts, not 
breaths ; 

In feelings, not in figures on a dial ; 

We count time by heart throbs. He most lives 
Who thinks most, feels the noblest, acts the best. 

— Bailey. 

On Leonard’s sixteenth birthday he received 
word from a solicitor in Hew York, that Leon- 
ard Lowell, a wealthy bachelor of that city, had 
died, leaving all his property, both real and 
personal, to his nephew and namesake. He ex- 
pressed a desire to have an interview at once 
that the transfer might be made according to 
law. 

It had been three years since Merrill Mayo 
went with her parents to England, since which 
time Leonard had developed into a young man 
of commanding appearance and military bear- 
ing. 

Preparations were soon made for the trip to 
the city. In his haste to be off, he neglected to 
infonn Ellen of his contemplated trip, or of 
his good fortune. He urged the coachman to 


66 


The Eueal School-Teacheb 


make all possible speed, and bis efforts to do so, 
caused many a mishap from reckless driving 
over strange and rugged thoroughfares. 

As they descended a narrow mountain pass, 
noted for its abrupt curves, the coachman sought 
to gain time by permitting the horses to advance 
in a sweeping trot. 

All went well until they approached one of 
those narrow defiles in the highway. There they 
espied another team slowly ascending the hill. 
^Neither party was apprised of the other’s ap- 
proach until too late to prevent the telescoping 
of the teams, unless by miraculous adventure. 

On the one side was a jagged ledge of rocks 
towering high above their heads; on the other, 
a rugged hillside more than fifty feet to the 
valley below. Two of the passengers ascending 
the hill were ladies, and Leonard vowed to pro- 
tect them at the risk of his own life. The teams 
were in close proximity and the danger was 
imminent. If anything could be done it must 
be done at once. 

Leonard’s conveyance had gained consider- 
able momentum in descending the grade, and 
by a powerful effort, he surged the steeds over 
the embankment Leonard and the coachman 
expected every moment to be dashed to pieces 
as the frightened steeds plunged down the dan- 
gerous declivity. 

Providentially neither men nor horses wero 
seriously injured by their perambulating de- 


The Eukal School-Teacher 67 

scent. The carriage, however, was completely 
demolished and had to be abandoned. 

With straps of harness for stirrups, they 
mounted the horses and proceeded on the jour- 
ney without waiting to receive the thanks of 
those for whom they had performed the dan- 
gerous feat. 

Upon arriving at their destination, Leonard 
took hasty leave of his companion, and hastened 
to the dock where he last saw Merrill Mayo 
before she went on board that ponderous vessel. 
He seemed to have forgotten the object of his 
journey to the city, and stood gazing out over 
the great expanse of waters as if trying to re- 
produce the scenes of other days. 

Vividly did he recall the occasion when he 
said ^^good-bye” to his little friend whose letters 
had been intercepted by a rival lover. 

As he stood thus, coolly deliberate, gazing 
into the hazy atmosphere above the surface of 
the water, he did not observe the gathering 
gloom, as twilight announced the approach of 
night. 

Darkness alone warned him of his uncon- 
scious meditation. Eealizing his awkward posi- 
tion, he went in search of the solicitor who had 
written him concerning the estate. While at 
the solicitor’s office he learned that all his 
uncle’s wealth, consisting of stocks, bonds, 
houses and lands, amounting to more than fifty 


68 


The Eueal School-Teachee 


thousand dollars, had been devised to him by 
the will of an uncle whom he had never seen. 

Having explained in detail all matters per- 
taining to the estate, the solicitor was surprised 
to see that Leonard manifested but little inter- 
est in his good fortune. His stolid indifference 
in regard to the fortune puzzled this man of 
law, and he inquired of Leonard whether he 
understood what disposition his uncle had made 
of his immense wealth. 

How, Leonard was a sensible lad, and under- 
stood the nature of every bequest named in the 
will. He comprehended every provision as ex- 
plained to him, but his soul went out after a 
greater treasure, one which money could not 
buy. 

To relieve the stranger’s curiosity, Leonard 
frankly told him that he would cheerfully give 
every dollar of the wealth so devised, if it would 
enable him to see Merrill Mayo again, as he 
had seen her there three years before, and to 
converse with her as he did on that occasion 
while waiting for the vessel to complete prepa- 
tions for the voyage. 

The solicitor became more deeply concerned 
at mention of Merrill Mayo’s name. He began 
to comprehend the situation. He knew Merrill’s 
father, and had often heard him speak of his 
daughter. It was he who advised Mr. Mayo to 
go to England to have corrections made in the 


The Eueal School-Teachee 69 

land titles before suit should be instituted by 
the contestants. 

The strangers became interested in each 
other. Leonard was rejoiced to learn that his 
lawyer had known the Mayo family, and had 
corresponded with them since they went to 
England. 

In those days navigation was in its infancy, 
and it required a much longer time to cross the 
ocean than it does at the present time. Im- 
proved shipping facilities, and more substantial 
armor plate protection, renders it more secure 
for passengers, and requires less time to cross 
the ocean than in former years. 

Having explained the several provisions of 
the will, the solicitor informed Leonard that he 
had received a letter from Mr. Mayo in which 
he said they would start on the return trip next 
day and would reach home in about four 
months. 

By reference to the calendar it was learned, 
that the time had already elapsed. Leonard 
again lost interest in his fortune and appeared 
to forget the object of his mission to the city. 
He proceeded to the pier to await the arrival 
of the vessel. 

For three days and nights he wandered about 
among the ships anchored in the harbor, almost 
frantic with fear and hope. During all this time 
he would not taste food or nourishment of any 
kind. 


^0 The Eueal School-Teacher 


ITo one can continue long in violation of na- 
ture’s laws without suffering the penalty pre- 
scribed by her immutable statutes. The decree 
is established, and the punishment inevitable, 
as Leonard learned to his sorrow. He became 
weaker as the hours passed, and finally his 
strength failed and he became as helpless as a 
child. 

Some dock hands made for him a pallet of 
straw where he lay for hours, unprotected from 
the chilly night winds and the dense fogs which 
envelop coast regions during certain portions 
of the year. 

Hot long after dark on the third night of this 
awful suspense, the Ocean Liner anchored in 
the harbor. Confusion reigned supreme as 
passengers were met by friends, and as strang- 
ers sought refuge for the night. 

Many of those who landed saw Leonard as 
they passed to the shore, but not until Merrill 
Mayo approached did any one seem to notice 
his fainting condition. As she passed the cot 
on which the poor boy lay, a pitiful moan 
escaped his lips. She stood for a moment, her 
heart filled with pity for the helpless boy, 
wondering what misfortune had befallen him, 
when she heard her own name feebly spoken. 

Even while his mind wandered in delirium, 
there existed communion of spirits, which led 
to his recognition. 

A cab conveyed the young man to the Sayard 


The Eubal School-Teacher 

Hospital. Merrill pleaded so earnestly to be 
allowed to accompany him, that her parents 
granted her request. Day after day she re- 
mained at his bedside, a vigilant and faithful 
nurse. 


72 The Eueal School-Teacheb 


CHAPTEK X. 

Better trust all and be deceived, 

And weep that trust and that deceiving, 

Than doubt one heart that, if believed. 

Had blessed one’s life with true believing. 

— Frances A, Kemble. 

Albert Gordon often wondered what people 
thought of his disappearance from the neighbor- 
hood in which he taught his first term of school 
in the Ohio Valley. 

In disguise he returned to visit the scenes of 
his cabin home. As he approached the old 
schoolhouse, he was strangely affected by timid- 
ity and fear. Never before had he experienced 
sensations so realistic in their nature, nor had 
his courage ever appeared so uncertain. 

He was not a coward, and yet it was with 
throbbing heart he entered to view the interior. 

On the same old improvised black-board, 
which he had fastened to the moss-covered wall, 
there appeared in dim letters, ^^Good-bye, 
school-house.” ^^Good-bye, my cabin home.” 

As he reclined by the old desk on which he 
had rapped many times for order, the pleasant 


The Eueal School-Teacher 73 

scenes of other years appeared as a vision before 
his mind. Past recollections flitted through his 
memory as he sat thus on the rustic seat 

The place seemed to be under a spell of 
enchantment. He remained momentarily ab- 
sorbed in meditation, when the form of a beau- 
tiful damsel appeared, clothed in robes of celes- 
tial whiteness. He dared not move for fear the 
apparition would vanish. The features of this 
angelic being were those of Ethel Laxon. 

Enraptured by the hallucination, he almost 
ceased to breathe. He feared Ethel’s spirit had 
returned from that better land to haunt him for 
his insincerity while she lived in seclusion for 
his sake. 

He never saw Ethel’s features more clearly 
deflned, nor her form more beautiful to behold. 
So life-like was the presentation, that he at- 
tempted to clasp her hand, and then, — she was 
gone. 

He next went to the cabin to And that nothing 
had been disturbed during his absence. Even 
the rude wooden box in which he kept his most 
important papers, had not been molested. He 
collected Ethel’s letters, enclosed them in crepe 
and placed them next to his heart. 

With a farewell to the schoolhouse and to his 
cabin home, he departed with the avowed in- 
tention of seeking new fields of conquest in a 
foreign clime. 

With this object in view, he went to the city 


74 The Bveal School-Teacher 

of ISTew York, and wHle waiting for a vessel 
to convey him across the briny deep, the Ocean 
Liner arrived in port with the Mayo family on 
board. He saw the helpless form of Leonard 
Lowell taken to the hospital. Being much con- 
cerned in the lad’s welfare, he decided to remain 
long enough to learn the result of his illness. 

Circumstances often vary conditions, when 
those affected by the change are ignorant of its 
manifestations. Albert Gordon called every day 
to inquire about Leonard’s condition, and every 
time a pale-faced, flaxen-haired nurse appeared 
to answer his inquiries. 

She not only manifested concern in Leonard’s 
illness, but lingered to inquire concerning Mr. 
Gordon’s own health and happiness. Though 
dressed in the garb of a nurse, she seemed to 
have general control in all departments of the 
institution. She could serve in any capacity 
from amateur nurse to that of general superin- 
tendent. 

One day when Albert called as usual, the 
young lady appeared so friendly that he ven- 
tured to ask her name and whether she had 
always lived in the city. This undue familiarity 
embarrassed her, for of her former life she did 
not care to speak. 

Disappointed at her own strange conduct, she 
entered the building leaving Albert standing at 
the outer door. 

Mr. Gordon could not comprehend the mean** 


The Rukal School-Teacher 


75 


ing of her singular conduct. It was plain that 
the young lady was quivering with impatience 
and half mad with excitement. He feared his 
imprudence might prevent further opportunities 
to inquire of her concerning his young friend’s 
convalescense. 

When she appeared next morning, it was with 
face heavily veiled. 

Leonard lay for months at the point of death, 
so deep-seated was the illness occasioned by his 
ruthless exposure. Greatest skill then known to 
the medical profession seemed to avail nothing, 
and had it not been for the determined efforts 
of sympathetic attendants, assisted by Merrill 
Mayo, he never would have rallied from the 
shock brought on by his imprudence. 

Merrill was compelled to resign the trust to 
care for her own enfeebled condition. Many a 
time had she remained in Leonard’s room, re- 
clining in an invalid’s chair, when she should 
have been resting upon her own easy couch at 
home. Leonard had not experienced a lucid 
moment since the inception of his illness. 

It became a matter of increasing moment 
with Mr. Gordon, as he continued his visits to 
the institution. He availed himself of every 
opportunity to spend a few moments with the 
matron, whose affected speech reminded him 
of the one whose love he had forfeited by his 
unintentional wounding of her already broken 
heart. Her trained indifference and perfectly 


76 The Eueae School-Teacheb 


careless air never failed to produce desired 
results. 

An invisible power pervaded the very atmos- 
phere while she was in his presence. He could 
not think of crossing the ocean while these con- 
ditions existed. His desire for travel abated. 

For some unknown reason he preferred to 
remain in the city, that he might prolong his 
visits at the hospital. The time thus spent 
passed so quickly, that he scarcely realized he 
had been in her presence. Her personality made 
him a willing prisoner to the plastic influence 
which swayed his will power at pleasure. 

As the leaves rustle with the changing breeze, 
so Albert Gordon’s resolutions were subject to 
vacillations. 

One day as he stood transfixed in her pres- 
ence, the matron invited him to enter Leonard’s 
room. There he saw his former pupil with mind 
as passive as that of a little babe. He endeav- 
ored to attract Leonard’s attention, but failed 
until he took from his pocket a photograph and 
asked if he knew the lady’s name. 

Leonard smiled as he was wont to smile in 
other years, and, in childlike simplicity, pointed 
toward the matron. In quick succession 
thoughts of a familiar face flitted through 
Albert Gordon’s mind. Could it be possible that 
the matron was the person from whom that 
picture was made? A¥hat a miracle had the 
photograph performed? 


The Eueae School-Teacheb ^7 


When Albert Gordon so far recovered from 
the surprise as to look in the direction indicated 
by Leonard’s uplifted hand, the lady was gone. 
Silently and mysteriously she had vanished as 
an apparition at mid-day. Her conduct on this 
occasion was like that of Ethel Laxon’s when 
Albert Gordon proposed a postponement of the 
wedding day. 

Every department of the institution was 
searched. The detective force of the city en- 
deavored to discover her place of concealment, 
but she had made good her escape. 

Dr. Sayard had often said her presence in 
the sick room proved more beneficial to his 
patients, than any medicine he could adminis- 
ter. He, too, believed some mystery enveloped 
her life. He had thought many times he would 
inquire of her, but had neglected to do so until 
it was too late. 

Perhaps she had been the victim of some foul 
treachery of which she would not care to speak. 
How that she was gone, he was sorry he had not 
learned something of her life’s history. 

The photograph which had aroused Leonard’s 
dormant sensibilities, was sent to Merrill Mayo, 
and she recognized it as the likeness of the 
matron, and also of — Ethel Laxon. 

A higher than human agency must have in- 
fluenced the lives of those concerned in Leonard 
Lowell’s welfare. Merrill and the matron had 
been together a great deal of the time. Espe- 


78 The Rueal School-Teacheb 


cially was this true in the room where their 
mutual friend lay sick. Yet there was no sign 
of recognition until the photograph was pre- 
sented to his view. 


The Rural School-Teacher 


79 


CHAPTER XL 

Oh I what avail the largest gifts of heaven, 

When drooping health and spirits go amiss? 
How tasteless then whatever can be given ! 

Health is the vital principle of bliss. 

— Horace Mann, 

It will be remembered, that when Albert 
Gordon asked Ethel Laxon to postpone the wed- 
ding, she disappeared from his presence like the 
mist before the morning sun. For a time she 
traveled as an agent selling staple articles which 
could be sold at almost every household. While 
thus engaged she wandered into the city of Hew 
York. 

Sitting alone one evening in the twilight, her 
delicate fingers toying with the laced curtains 
by the windows, she picked up a daily paper. 
Glancing over its pages she saw an advertise- 
ment for nurses at the Sayard Hospital. Being 
dissatisfied with the work as agent, she applied 
for a position. Xot willing to risk the routine 
method of written application, she applied in 
person. 

The demand for help was so urgent, that no 


80 The Eueal School-Teachee 

questions were asked, and she was installed as 
a nurse at good wages. Fearing that letters of 
recommendation might be required, she had 
prepared a few, attaching to each a fictitious 
signature, but they did not even ask her name. 

Ethel had not served long in the capacity of 
nurse until the matron resigned to take effect 
at once. So well had Ethel discharged the duties 
as a subordinate, that she was promoted to the 
position of matron. 

i What an opportunity was thus afforded for a 
busy life, one which would enable her, in a 
measure, to forget her own sorrows in efforts 
to promote the happiness of others? Her pres- 
ence was an inspiration, and her labors invalu- 
able in promoting the best interests of the un- 
fortunate inmates. 

Employees of the institution were allowed a 
few hours each day for recreation, and most of 
them made good use of the opportunity. Ethel 
spent most of her time in comforting the un- 
fortunate sick. She believed in the sentiment 
of the poet as expressed in these lines : 

I 

/^Drop a word of cheer and kindness, just a 
I flash and it is gone, 

But there’s half a hundred ripples circling on 
I and on and on. 

Bearing hope and joy and comfort on each 
splashing dashing wave, 


The Kueal School-Teachee 81 

Till you wouldn’t believe the volume of the one 
kind word you gave.” 

The following beautiful lines by Margaret E. 
Sangster, also expresses the same forceful senti- 
ment : 

^^Live in the sunshine, don’t live in the gloom, 
Carry some gladness the world to illume. 

Live in the brightness, and take this to heart. 
The world will be gayer if you’ll do your part.” 

A feeling of sadness permeated every depart- 
ment at the hospital, when it was known that 
the matron had left the premises and could not 
be found, l^o one else would have been more 
sadly missed, not even physicians and surgeons, 
whose duties required dangerous and delicate 
operations. The varied experiences of the life 
she had lived, had so eminently fitted her for 
the work, that none could be found to fill her 
place. 

Leonard’s physical condition improved 
slowly, and he was soon able to walk about the 
premises. Friends who believed much in vigor- 
ous, healthful exercise, often took him to the 
country, that he might receive the benefit of 
purer atmosphere, free from adulterations of 
smoke from factories, and reflected heat from 
city buildings. 

The physicians observed marked coHvale^- 


82 The Eueal School-Teachee 

cence in Leonard’s physical condition, but were 
at a loss to understand why his mental powers 
were not also restored. ]^o parallel case had 
ever come under their observation, nor could a 
similar one be found in the medical books. 

When Merrill was compelled to return home 
to care for her own delicate health, she endeav- 
ored to persuade the superintendent to allow 
her to take Leonard to her country home, that 
she might still have the pleasure of his pres- 
ence, though not yet restored in mind. Her 
request could not be granted, for it would de- 
prive him of constant medical attention which 
was necessary to hasten his recovery. 

Ellen Steuben had also learned of Leonard’s 
illness at the hospital, and that Merrill had 
gone home. She had not abandoned her purpose 
of enticing him away from his first love. Ac- 
cordingly she went to the hospital, introduced 
herself as Leonard’s sister, and offered to assist 
in nursing him while he remained for further 
treatment. 

Her generous offer was accepted without com- 
ment. Under this arrangement she and Leonard 
were permitted to spend a great deal of time 
together. They would ramble over vast areas 
of territory adjacent to the hospital grounds. 

They always returned on time, and no sus- 
picion was aroused of any impropriety in allow 
ing them this privilege. 

Ellen was all the while planning to take the 


The Eueal School-Teachee 83 

young man on board a vessel to convey him to 
her home across the "waters. She was deter- 
mined, if possible, to prevent another meeting 
of the young people. 

Having formulated plans for the purpose, 
she only waited for an opportunity to carry 
them into execution. 

While she and Leonard were at the seashore, 
one afternoon, she wondered why they might 
not go on board at once, and thus make sure of 
her charge. With this object in view, she pur- 
chased transportation for two persons to Liver- 
pool, England. 

When the tickets were purchased, she did not 
think to inquire when the next vessel would sail 
for the British Isles. Possessed of a nervous 
temperament, she could not control her emo- 
tions when she learned that no other vessel 
would leave the port for four-and-twenty hours. 

The delay might frustrate all her plans. She 
had promised to return with Leonard, not later 
than five o’clock, and the lengthening shadows 
already indicated that the day was rapidly 
drawing to a close. The situation was a per- 
plexing one and extremely embarrassing. 

As the twilight enveloped the city, and the 
golden-tinted arch in the western horizon 
glowed with the last rays of the setting sun, 
Ellen left her ward and went in search of ac- 
commodations at some isolated inn. 

Eear of detection added to her discomposure. 


84 : 


The Kueal School-Teacher 


The tension of her over-wrought nerves in- 
creased at the thought of all manner of reports 
which might be circulated because of her 
strange conduct. She hesitated to take Leonard 
to a public hotel for fear of detection. 

While Ellen Steuben was on this mission, 
another scene was being enacted. In her haste 
to procure the tickets, Ellen failed to observe 
that another lady was in the office, who heard 
all that was said about the trip across the ocean. 
She was partially concealed by some articles of 
furniture when Ellen entered. 

The other lady was none other than Ethel 
Laxon. She had never left the city after her 
mysterious disappearance from the hospital, 
but had procured rooms near the wharf, that 
she might observe what transpired in that 
locality. 

She had been successful in eluding the de- 
tectives, and became more venturesome every 
day. Ethel recognized Leonard at sight, but 
had never seen his companion. She was quick 
to observe that Leonard had not yet been re- 
stored to his right mind, and, of course, not 
accountable for his actions. Evidently she was 
surprised to see him there accompanied by a 
stranger. 

Considering what was said to the agent, and 
also the lady’s extreme nervousness, Ethel be- 
lieved that an effort was being made to placo 


The Eueal School-Teachee 85 

tlie young man on board a vessel while he was 
yet incapable of volition in any sense. 

Although Ethel knew the detectives wiere 
devoting much valuable time to the one object 
of finding her and turning her over to the hos- 
pital authorities, she vowed to protect the help- 
less lad at the risk of being detected. Accord- 
ingly she took him by the hand, as she would 
have taken the hand of a child, and conducted 
him to her apartments. 

Ethel knew the city well, and could venture 
out at any time of day or night with compara- 
tive safety. More than once she had passed 
members of the detective force, as she walked 
about the streets, but had always succeeded in 
eluding them. 

On one occasion, when about to be identified, 
she asked them to direct her to a reputable hotel. 
As a result of this ruse, she was permitted to 
pass on unmolested. 

Having provided Leonard a comfortable 
couch upon which to sleep, she repaired to the 
dock to await developments. She did not have 
long to wait. Scarcely had she concealed herself 
when Ellen entered and inquired whether any 
one had seen a young man about the premises. 
She described Leonard as best she could without 
referring to his condition. 

Eesolved to learn more of her intention, 
Ethel said she had seen a lad wandering about 
the building, and had spoken to him , but ho 


86 The Eueal School-Teacher 


would not so mucli as bid her tbe time of daj. 
She also said that some men wearing a kind of 
uniform had taken the lad away with them. 

Of course this was not true, but it had the 
desired effect, for with an exclamation of sur- 
prise, she left without so much as thanking 
Ethel for the information. Ethel then returned 
to her rooms to find Leonard sleeping as sweetly 
as if nothing had transpired to mar the tran- 
quillity of the closing day. 

E’ext morning, as the sun’s rays peeped out 
over the hilltops and cast their beams of golden 
light into the valleys below, Leonard awoke 
from his slumbers. Gazing about the room, his 
curiosity was aroused at sight of some photo- 
graphs on the mantel. Two of the pictures were 
like the one which had impressed him for an 
instant at the hospital, though he did not know 
it, and another he recognized as Merrill Mayo’s 
favorite photograph of herself. 

Leonard had no recollection of having seen 
any of the photographs since he left home, yet 
there existed a vague impression on his mind, 
that, somewhere, at some time within the past 
few months, Ethel’s picture had been placed in 
his hands. 

As he gazed upon the familiar faces on that 
beautiful May morning, reason returned, if, 
indeed, it had not already been restored during 
the peaceful hours of the night, and with it, the 
power of speech. He could not recall anything 


The Eueal School-Teaohee 87 

that transpired since he went to the dock to 
await the arrival of the vessel. 

Surprised at finding himself so pleasantly 
situated, without any knowledge of having en- 
gaged rooms there, he gave vent to his emotions 
by an exclamation of surprise. Ethel had pre- 
pared the morning meal, and was waiting for 
some signs of life in his room, that she might 
have an excuse to enter, and when she heard his 
voice, with a glad shout she rushed into the 
room and embraced him in her arms. 


88 


The Eueal Sohool-Tbachbb 


CHAPTER XIL 

Were half the power that fills the world with 
terror, 

Were half the wealth bestowed on camp and 
courts, 

Given to redeem the human mind from error, 
There were no need of arsenals and forts. 

— Longfellow, 

In 1856, James Buchanan was elected Presi- 
dent of the United States. At that time slavery 
existed in most of the Southern States, and the 
colored people were sold, bartered and traded 
as articles of commerce. 

Sometimes the husband and father would be 
sold and driven from the wife and children. 
The son and daughter might fare likewise as 
the result of a sale of slaves. A good many 
people believed that slavery was a curse to the 
country and should be abolished. This great 
question was being agitated by all classes of 
individuals. 

As early as 1820, the South believed that 
Congress had no right to interfere with the 
slavery traffic. They believed that each State 


The Eural School-Teacher 89 

had the power to settle matters of this nature 
for itself. 

On the contrary, the i^orth believed that 
Congress had the power and the right to regu- 
late conditions to be observed by the States 
individually and collectively. 

When Henry Clay was Speaker of the House 
of Kepresentatives, Missouri was admitted as 
a slave State on condition, acquiesced in by 
both Houses of Congress, that in the future, 
slavery should be prohibited in territory north 
of a certain degree of north latitude. 

About a year before Mr. Buchanan became 
President of the United States, the case of Dred 
Scott, a slave who had been taken into free 
territory by his owner and, while there, claimed 
his freedom, was appealed from the United 
States Courts to the Supreme Court. This tri- 
bunal of highest resort rendered its decision 
against Scott, and this created great indigna- 
tion in the Horth, because it upheld the views 
entertained by the South in almost all respects. 

It should be remembered, that the court be- 
fore which the case was first tried, decided in 
Scotf s favor. On appeal, the Supreme Court 
of Missouri reversed the decision of the lower 
court, and Scott was again sold as a slave, to- 
gether with his family. The case went to the 
United States Courts, and finally in 1855, to 
the Supreme Court, where it remained alx)ut 
two years when the decision was rendered 


90 The Eural School-Teacher 

against Scott. His owner finally set him free of 
his own accord. 

Ho more momentous question ever came be- 
fore the American people. The ablest constitu- 
tional lawyers of the land claimed that such 
traffic was not in violation of any provisions of 
the Constitution. 

A good many citizens protested against 
slavery in any form, and were trying to devise 
some means by which the slaves might be freed 
from bondage. These good people believed that 
the slaves were susceptible to education, and 
were ignorant only because they were deprived 
of privileges along educational lines. 

A man by the name of John Brown went so 
far as to attempt to liberate them from this 
condition of servitude and subjection. His ar- 
dent zeal prompted him to oppose the Govern- 
ment in their behalf. Having mustered out a 
small company of brave men, he attacked the 
State Arsenal at Harper^s Ferry. 

John Brown’s Fort, which ortginally stood 
in the town of Harper’s Ferry, was taken to 
the World’s Fair at Chicago, and when returned 
to West Virginia, was placed on a high promon- 
tory a few miles out from the town of Harper’s 
Ferry, overlooking the Shenandoah Eiver. 

We learn from history that the whole nation 
became alarmed at Brown’s intrepidity, and 
that State troops were sent to the scene from 
Charles Town, Martinsburg and other £ointS| 


The Rueal Sohool-Teacheb 91 

and a detachment of United States Marines 
from Washington. 

The spectacle was an imposing one. The 
troops demanded unconditional surrender. It 
Was not until after the insurgents refused to 
surrender, that the troops proceeded to attack 
them in their stronghold. 

In this unfortunate conflict between Govern- 
ment troops and the insurgents, a number of 
brave men were killed and several wounded. 
'Among those who were killed were two of 
Brown’s brave sons. Mr. Brown, himself, was 
wounded, but rallied and was taken prisoner. 
It is not known how many of the insurgents 
escaped, but most of them were captured. 

The Constitution of the United States deflnes 
treason as follows: 

^^Treason against the United States shall con- 
sist in levying war against them, or in adhering 
to their enemies giving them aid and comfort.” 

It thus appears, that all who took part in the 
insurrection were guilty of treason. The in- 
dictment against Brown charged treason and 
murder. 

Mr. Brown was given a fair and impartial 
trial according to the laws governing extreme 
criminal cases of this character. The judge of 
the Criminal Court appointed able counsel to 
defend the prisoner. There being no justiflca- 
tion for the rash act, he was found guilty as 


^92 The Rural School-Teacher 

charged in the indictment, and sentenced to be 
hanged. 

A man’s own convictions often prompt him 
to judge too severely those who commit gross 
violations of his country’s laws, no matter what 
motives prompt the commission of the deed. 

Mr. Brown was a respected and honored citi- 
zen. He had become prominent as an anti- 
slavery man. His integrity and his bravery had 
made him a leader in the border warfare which 
waged for several years in his own State and in 
Missouri. He possessed many noble qualities of 
mind and heart, and one should pass upon his 
condemnation with some degree of leniency. 

While he was yet a citizen of Kansas, he 
formulated ideas of slave liberation. He be- 
lieved that this could be accomplished by arm- 
ing the slaves and inciting them to revolt 
against their owners. He believed the slaves 
would be willing to fight for their freedom, but 
not more than half a dozen, perhaps, had the 
courage to join Brown’s company. Their fail- 
ure to do so caused his consequent and speedy 
downfall. 

This story relates, that among those who 
fought with the insurgents, was a brave young 
officer who seemed to defy death at the hands 
of the troops. Ko one knew whence he came 
or why he risked his life in so hopeless a cause. 

When he saw his brave leader fall, mortally 
wounded, as he thought, and his followers dis- 


The Rural School-Teacher 


93 


persed in every direction, he sought shelter in 
an old house not far from the scene of the con- 
flict. 

Being well supplied with ammunition, and 
having taken a few extra guns from his fallen 
comrades, he barred the door and fought des- 
perately against the troops, until he saw smoke 
ascending and flames bursting through the roof. 
The house was on fire. 

Although he had no fears of death, he decided 
to surrender and to seek an opportunity to effect 
his escape when not surrounded by so many 
determined soldiers. 

He was placed in prison, where he remained 
until the night before Brown’s execution. Hav- 
ing learned that the insurgents would be pun- 
ished by death, he determined to obtain his 
freedom. Observing that a single soldier was 
left to guard the prison, he feigned insanity in 
a violent form. By wild gesticulations he so 
frightened the guard, who did not deem it wise 
to shoot the prisoner under such circumstances, 
that he beat a hasty retreat, leaving him free 
for a time to go where he pleased. 

In rambling about in search of some means 
of escape, he discovered a suit of clothes like 
those worn by the State troops. For this uni- 
form he exchanged his old garments and glided 
through tlie door unperceived. In this disguise 
he witnessed the hanging of his comrade next 
‘day, and then left for parts unknown. 


04 The Eural School-Teacher 

When the guard returned with men to confine 
the maniac, he found his prisoner had fled. In 
rifling the pockets of the old suit which he had 
exchanged for the new uniform, they found 
several letters, signed, ^^Ethel Laxon,” all of 
which were addressed to ^‘Albert Gordon.” 


The Rueal School-Teachee 


95 


CHAPTER XIII. 

Many a shaft at random sent, 

Einds mark the archer little meant 1 

And many a word at random spoken, 

May soothe, or wound, a heart that’s broken. 

— Scott, 

As Ethel Laxon slept that night after having 
foiled Ellen Steuben’s attempt to decoy Leonard 
on hoard the vessel, she dreamed he awoke next 
morning restored in mind and body, and when 
she heard his voice she rushed into the room to 
find that her dream had come true. Her mind 
had soared beyond the dial of the sun, and she 
was permitted to see, in advance, the young man 
perfectly rational in every sense. 

Leonard was disconcerted by the cordial re- 
ception accorded him. He had not yet learned 
that he was Ethel Laxon’s guest. He recognized 
her the moment she entered the room, but did 
not understand how he came to be there and 
alone with her. 

At no other time during their acquaintance 
had she been so profuse in her exultations of 
joy, and he wondered why on this occasion, she 


96 The Eueal Sohool-Teacheb 


gave vent to her emotions bj affectionate demon- 
strations. No brother and sister were ever more 
rejoiced to see each other after years of separa- 
tion, than were Ethel Laxon and Leonard 
Lowell on that beautiful morning. 

Ethel was elated to hear Leonard talk so 
sensibly. She feared the result might be only 
a freak of his peculiar malady. But after con- 
versing with him on various topics, she per- 
ceived that he was perfectly restored. Referring 
to the trip to the city, Leonard related the sub- 
stance of his interview with the solicitor con- 
cerning the will by which he became the owner 
of his uncle’s fortune. 

He told Ethel about the letter which Mr. 
Mayo had written to the solicitor, in which he 
expressed his intention of returning home soon. 
He remembered of going to the dock to await 
the arrival of the vessel, but beyond that, all was 
blank to him. 

He did not know that the Mayo family had 
returned, nor that he had been at the hospital 
for treatment. Neither did he know that Ethel 
had seen him there, or anywhere else, since her 
mysterious disappearance when Albert Gordon 
innocently suggested a postponement of the 
wedding day. 

Ethel doubted the wisdom of informing him 
of his timely rescue from a trip across the ocean. 
She realized the delicate responsibility which 


The Rueal School-Teacheb 97 

devolved upon her, and preferred to let him 
learn of conditions from other source. 

Of one thing she was certain; she would he 
compelled to offer some excuse for isolating her- 
self from the world. Before doing so, she ex- 
acted from him a promise not to reveal her 
identity without first obtaining permission from 
her. He would not countenance her evasion. 
His curiosity was excited and he pleaded for 
further information. 

Ethel could not resist his entreaties, and at 
last told him that Merrill Mayo had returned 
from England and was at home with her 
parents. 

Upon receiving this intelligence, no manner 
of persuasion could pacify his emotions. With 
profuse thanks for her kindness, he started for 
the station intending to go at once to Merrill’s 
home. On the way to the depot he met the 
solicitor, and from him learned a great deal 
more than Ethel had told him. 

A careful diagnosis of Leonard’s illness hsd 
elicited much comment among the learned doc- 
tors, and they evinced a deep interest in the 
case, not because of his personality alone, but 
in the interest of medical science. 

Many valuable discoveries in medicine have 
resulted from research, when some new or pe- 
culiar disease has made its appearance. 

Believing that much good would result to his 
brethem in the profession, by a thorough in- 


98 The Kueal School-Teachee 

vestigation of the malady which thus affected 
the young man, Dr. Sayard had offered a large 
reward for his return to the institution. Similar 
inducements were offered for information which 
would result in finding the matron. 

With a view to obtaining further knowledge 
of his own experience during the time his mind 
was absent from the body, Leonard and his 
solicitor went to the hospital, hoping to estab- 
lish a chain of evidence which might result in 
disclosing all the facts and circumstances con- 
nected with it. 

Dr. Sayard was rejoiced to see Leonard re- 
turning of his own free will, while Leonard was 
profoundly impressed to learn that he was 
primarily the cause of the disturbed conditions 
which prevailed. In consequence of what had 
already been divulged, and in anticipation of 
more startling revelations, the reward was 
promptly paid to the solicitor. 

The proverbial moralist might question the 
moral feature of this transaction, for Leonard 
returned of his own volition, while the solicitor 
simply accompanied him for the purpose of 
guarding his legal rights. 

The fact that the young man had but recently 
become wealthy, was sufficient reason for sus- 
picion. What could be the young lady’s motive 
in attempting to spirit him away to foreign 
lands unless for the purpose of obtaining pos- 
session of his wealth. Under the circumstances 


The Rueal School-Teachee 99 

it was deemed wise to retain additional counsel 
that a thorough investigation might be had. 

Perhaps for this reason the reward was paid, 
for nothing creates within the breast of an at- 
torney a greater enthusiasm than the payment 
of a substantial fee. 

When Leonard heard the story of the man 
who manifested so great concern for his welfare, 
and who had become deeply interested in the 
matron, he comprehended the situation. And 
when he learned that the stranger was the same 
man who had presented the photograph for his 
recognition, at the time the matron disappeared, 
he reasoned that Ethel Laxon and the matron 
were one and the same person. 

Determined to test the accuracy of his con- 
clusions, Leonard returned to Ethel’s apart- 
ments and related all he had heard about him- 
self, and about the stranger in whom she had 
manifested more than a casual interest. She 
acted her part well for a time, but Leonard’s 
process of reasoning was so convincing that she 
finally confessed to having recognized the man 
as Albert Gordon, for whom she had searched 
so long, and suffered so much. 

Anxious as she was to learn what had become 
of Mr. Gordon after the photograph played so 
important a part in the drama, Ethel would not 
inquire for fear it might endanger her seclu- 
sion. 

Erom one of the nurses she learned of his 


100 The Eueal School-Tbachee 

intention to enlist as a soldier in the Confeder- 
ate army in case war should be declared. 

Leonard pleaded with her to discard the dis- 
guise and to reveal herself. He reasoned that it 
would be utter folly to isolate herself longer. 
He begged to be allowed to collect the reward 
offered for her return, and to place the whole 
amount in her possession. 

But money considerations had no more in- 
fluence over her, than had Leonard’s sudden 
acquisition of wealth over him while his soul 
yearned for a treasure not valued in dollars and 
cents. 

It was finally agreed that Leonard might 
reveal everything, not for the sake of the re- 
ward, but that she might again be free to prose- 
cute further search for her absent friend. 

As they approached the hospital. Dr. Sayard 
went out to meet them. So perfect had been 
Ethel’s disguise, that, when she returned, 
stripped of the mask, not even those with whom 
she had labored for months, were able to recog- 
nize her. 

A wonderful transformation had taken place 
since she had left them a short time before, and 
even a greater change had taken place in Leon- 
ard Lowell’s appearance since he was spirited 
away by his alleged ^^sister.” 

Leonard introduced Ethel by her right name, 
and there was a season of rejoicing. An effort 
was made to persuade her again to assume the 


The Rural School-Teacher 101 


duties of matron, but she would not be per- 
suaded. Her mind was made up to travel with 
the army of the South, and this desire was con- 
firmed when Dr. Sayard gave out the informa- 
tion that he had offered his services as a surgeon 
to the Confederate cause, and would need 
nurses who were willing to risk their lives on 
fields of battle. 

Among those who offered their services as 
nurses in the War of the Rebellion, were Doro- 
thy Dix and Clara Barton. Hiss Dix was 
superintendent of hospital nurses while the 
war lasted, and after its close she spent a great 
deal of time in efforts to improve conditions in 
hospitals and asylums. 

Miss Barton was educated in the schools of 
the State of K’ew York, and taught school for a 
few years. It was she who founded the first free 
school at Bordentown, Hew Jersey, a few years 
before the Civil War. She was at one time ap- 
pointed a clerk in the Department of Patents at 
Washington, but resigned the position that she 
might give all her time to nursing wounded 
soldiers in the hospitals and on battlefields. 

Dr. Sayard undertook to dissuade Ethel from 
her purpose, for he did not think she was physi- 
cally able to perform the duties, or to endure 
the exposure incident to labors of that kind. 
But her mind was settled on the question. 

She did not believe that anything would sub- 
yert her resolution with disastrous results. 


102 The Rural School-Teacher 


Kotliing is more certain than facts made known 
through physical, or other external forces in- 
cited to action by the influence of kindred 
spirits. 

Ethel claimed she had learned in a vision, 
that Albert Gordon would be wounded in battle, 
and that greatest skill and careful nursing alone 
would save his life. Whether or not forebodings 
of this character should be regarded as tokens 
from the spirit world, is left for the reader to 
determine according to his own peculiar beliefs 
in Divine revelations. 

i Ethel Laxon intended to make herself known 
to Albert Gordon while yet at the hospital, and 
only waited for a favorable opportunity to do 
so. She longed for the time to come when she 
could be alone with him without attracting 
public notice. She wished to commune with 
him again as they had often done amid the 
clover blossoms and the wild flowers in the 
valley. 

Ethel feared his scrutinizing gaze might 
pierce the mask at any moment. ITo matter 
how careless she feigned to be, or how reserved 
she tried to be while in his presence, she was 
tempted to throw herself into his arms and 
tJiereby relieve the intolerable suspense. 

Consequently her grief was inconsolable when 
Leonard’s innocent smile thwarted her purpose. 
She might never see him again. ^ 

Merrill Mayo had been at home a few weeks, 


The Kueal School-Teachee 103 


and had become somewhat reconciled to the 
situation, when, one evening, as the golden tint 
on the arch of the horizon, and the western 
sunset presented a golden hue, as the twilight 
faded into darkness, while reclining at her fav- 
orite window, gazing into the blue canopy of the 
heavens, she saw a stately form emerge from 
the woodbine near the garden gate. 

Impulsively she ran out to meet, — Leonard 
Lowell. 


104 ' The Eueal School-Teachee 


CHAPTER XIY. 

What stronger breast-plate than a heart un- 
tainted ? 

Thrice is he armed that hath his quarrel just; 
And he but naked, though lock’d in steel, 
Whose conscience with injustice is corrupted. 

— Shakespeare, 

Abraham Lincoln had not long occupied the 
Presidential chair when the people of the Horth 
and those of the South engaged in deadly con- 
flict. South Carolina withdrew from the Union. 
Other states soon followed her example, and 
war waged in all its fury. 

At the first battle of Bull Run, a brave young 
officer fought on the side of the Confederacy. 
He seemed to lead a charmed life and fought 
with desperation. Ho stronghold was too well 
fortified for him to attack, and no fortress too 
impregnable for his company to penetrate. 

With unrestrained impetuosity he rushed to 
the front to rescue a fallen comrade, when a 
minnie ball pierced his outer garments, and 
lodged against a photograph in his pocket. 

It was afterward learned that the bullet spent 


The Eural School-Teacher 105 

its force against the same photograph that 
aroused Leonard Lowell’s perceptive powers, 
for an instant, from prolonged inactivity. 

On another occasion, as the armies surged to 
and fro in deadly conflict, he dashed forward to 
prevent the mutilation of the flag, when the 
premature discharge of a cannon so wounded 
him that his comrades left him with the dead. 

His soldiers knew him as Captain Selvey. 
Of his life’s history they knew nothing, except 
that no braver soldier ever engaged in battle. 

The student of history will remember, that a 
few days before the people of Virginia were to 
vote upon the question of secession, the capital 
of the Confederate States was moved from 
Montgomery to Eichmond, and that immedi- 
ately the cry of the Eorth was, '^On to Eich- 
mond.” General Scott, of the United States 
Army, was opposed to any such attempt, with 
raw troops who had been in the service only a 
short time, but no credence was given to his 
opinion. 

The people of the Horth believed the war 
would soon be terminated, and consequently 
became impetuous and fool-hardy. Even Secre- 
tary Seward predicted that the war would be 
ended in about three months. The first battle 
of Bull Eun, in which it is alleged Captain 
Selvey was wounded, was well-planned and 
.well-executed until Confederate re-enforce- 


100 The Rural School-Teacher 


ments arrived. Then the tide turned, and Union 
defeat became certain. 

As Captain Selvej lay upon the blood-stained 
battle-field, praying that death might speedily 
sever the ties which yet bound him to earth, he 
witnessed the burial of hundreds of his com- 
rades, as their bodies were thrown into trenches 
and covered with mother earth. 

A subordinate approached with the intention 
of placing his body with others in that impro- 
vised grave, when he saw signs of life and 
passed it by. The suffering man was left for 
hours on the damp, cold ground with no one to 
pity or comfort him. 

The contact of his body with the cool mois- 
ture of the earth strengthened his enfeebled 
condition so that he entertained some hope of 
recovery. He discovered that he could move one 
hand slightly, and raise his head from the 
ground. Inspired by returning vitality, he no 
longer prayed for the separation of soul and 
body, but that his life might be spared. 

During these perilous moments, he recalled 
the scenes of the cabin home, and of his labors 
in the schoolroom. He remembered those mo- 
mentous seasons of joy when he and Ethel 
Laxon had been completely happy in the envi- 
able society of lovers. 

While he lay thus in a semi-sensitive tremor, 
waiting for the messenger of death to transport 
him to the better land, sounds of a feminine 



Lover’s Leap Rock near Webster Springs, W. Va., on 
which the author stood with his wife and little boy in 
1906. 

{Facing page 106.) 







The Bueal School-Teachee 107 

voice reached his ear. In his mangled condition, 
he regarded this as a token of speedy dissolu- 
tion. Gazing intently into the darkness, he 
espied a womanly form approaching. 

In quick succession, thoughts of a future 
state flitted through his mind. He wondered 
whether he had not already crossed over death’s 
barriers into that land where lovely beings 
dwell, clothed in feminine beauty, and where 
angels administer to suffering humanity. 

Why should a woman elect to wander about 
over the battlefield in the dismal hours of the 
night ? This angel of mercy advanced as if fol- 
lowing a well-known by-path, and knelt at his 
side. By the dim light of the stars she mois- 
tened his lips. He still lived. He tried to speak 
but could not utter a sound. 

She lighted a small lantern which always 
hung at her side during these nightly visits over 
gruesome battlefields, and by its faint glow, 
gazed into the haggard countenance of the suf- 
fering soldier. 

Her heart sank as her eyes pierced the gloom 
in efforts to recognize the dying man. He was 
yet conscious, and understood all she said per- 
fectly, but could not utter a word in reply. 

The only way he could make his wants known 
was by signs. He beckoned for her to take some- 
thing from his pocket. With throbbing heart 
she took therefrom an envelope. By similar 
methods he asked her to place a lead pencil in 


108 The Rural School-Teacher 


his hand. When this was done, he wrote in 
fairly legible characters the name, ^^Ethel 
Laxon.” 

Ethel had endured many hardships since her 
allegiance with the army. She had often risked 
her life on fields of carnage and bloodshed, in 
trying to save the lives of wounded and dying 
soldiers. But to see, by the dim light of the 
lantern, her own name written by a stranger, 
as he lay apparently dying in the darkness, was 
more than her courage could endure, and she 
fell fainting at his side. 

As the first beams of light stretched out over 
the landscape, dispelling the dismal gloom, a 
pitiful moan escaped her lips as she lifted her 
voice in prayer to the Arbiter of Fate, that the 
dying soldier^s life might be saved. His life- 
blood had continued to ebb away while she lay 
unconscious in his presence. He could no longer 
lift his head from the earthen pillow. She 
feared it was too late to learn his name, or by 
what revelation he knew her as ^^Ethel Laxon.’’ 

Again she read the handwriting on the en- 
velope. There could be no mistake. It was her 
own name plainly written. Glancing at the 
address on the envelope she saw the name. 
Captain Selvey. How could Captain Selvey 
identify her in the dread darkness on the field 
of battle? She had been with the army since 
the bombardment of Fort Sumter, but had 
never heard of Captain Selvey. Even if she 


The Eural School-Teacher 109 

had heard of him, he would not have knovTi her 
as ^^Ethel Laxon.’’ 

Having so far recovered as to be able to make 
some effort to relieve his suffering, she hastened 
to the brook for water to quench his awful 
thirst, with the hope that he might yet speak 
before death should claim him as its victim. 

Having bathed his powder-stained face, she 
observed that a wonderful transformation had 
taken place. The revelations of her former 
vision, in reality, permitted her to gaze into the 
face, not of Captain Selvey, but of Albert 
Gordon. 

Ethel had become accustomed to army life, 
and had frequently carried wounded soldiers off 
the battle-field. Eealizing that prompt action 
alone might yet save his life, with her own 
hands she wrapped his army coat about him and 
carried him to headquarters more than half a 
mile away. 

Upon examination it was found that his 
wounds were not necessarily fatal, but that with 
proper treatment and most careful nursing, he 
might live. 

It can be truthfully said, that no other 
wounded soldier ever received treatment more 
effectively administered, than did Albert Gor- 
don as he lingered between life and death at the 
improvised hospital on the battle-field. 

Ethel Laxon had the wounded man taken to 
the Sayard Hospital that everything known to 


110 The Eukal School-Teacher 


the medical profession might be done to hasten 
his recovery. Long exposure to the elements 
had aggravated his wounds and made his case 
more serious than it would otherwise have been. 

Ethel left the society of army nurses to be 
ever present to administer to the demands of 
her soldier lover. 

Since Ethel had served a term of years as 
nurse and matron at the Sayard Hospital, when 
her patient so far recovered that all her time 
was not needed in his case, she again assumed 
responsibility as matron. 

One’s own gloomy feelings may often be dis- 
pelled by trying to help some one else. 

, Her services in this capacity were of sufficient 
value to compensate for the medical attention 
to Albert Gordon, and since they were both 
without funds, it was a matter of grave import- 
ance with them. 

They no longer entertained any hope that her 
father would ever change his mind. Still more 
discouraging was the fact, that she might be 
disinherited, and would not receive any part of 
her father’s wealth. 


The Rueal Sohool-Tea.chee 111 


CHAPTER XV. 

Like leaves on trees the race of man is found, 
How green in youth, now withering in the 
ground ; 

Another race the following spring supplies; 
They fall successive, and successive rise. 

— Homer's Iliad. 

Mr. Laxon owned immense tracts of land, 
and had extensive investments in salt produc- 
tion in the Kanawha Valley in West Virginia. 
Long before the various tribes of Indians fre- 
quented the ‘^licks” at CampbelFs Creek, his 
ancestors claimed shadow of title to large bound- 
aries of land in that section. 

There is a difference between claim of title 
and color of title, as will be observed by the 
distinction made by a prominent West Virginia 
law writer: 

^^Color of title is that which has the semblance 
of title, but which is, in fact, no title, and is 
anything in writing however deficient or im- 
perfect purporting to convey title to the land, 
and which defines the extent of the claim.” 

“A claim of title may exist witliout any 


112 The Eueal School-Teacher 


written or other documentary evidence of title. 
It may be simply an entry under a parole agree- 
ment or understanding, or without any writing 
except the claim to enter upon the premises as 
the absolute property of the disseizor. But un- 
less the boundaries of the land entered upon 
under a claim of title, when there is no writing, 
are marked and held in actual possession to the 
extent of such boundary, the claimant having 
no paper giving color of title, can only hold to 
the extent of his actual enclosure or improve- 
ment” 

It is not known just how Mr. Laxon procured 
what he claimed to be a good title to the estates 
mentioned. 

The historian says, that Indians often com- 
pelled their captives to manufacture salt for 
them at this point, while they rested from dep- 
redations committeed in other localities. 

One of the most effective methods of sepa- 
rating the salt solution from other substances, 
was the use of hollow logs forced endways into 
the quicksand imbedded in the earth. In this 
manner salt water was procured for the boiling 
process. Tedious as this method seemed to be, 
one person who understood the process, could 
manufacture more than one hundred pounds of 
salt in twenty-four hours. 

A good many people yet remember the pack- 
saddle method of salt transportation, when the 


The Kural School-Teacher 113 


indispensible commodity was carried for miles 
into settled portions of the country. 

Some time before the civil war, some farmers 
residing on Freemans Creek, in Lewis County, 
West Virginia, went to the locality of this salt 
production for the purposes of procuring a sup- 
ply for home consumption. In those days salt 
was so economically used that a small quantity 
would last for an indefinite time. 

Returning part of the way up the Kanawha 
River in a flat-boat, they saw a large number of 
slaves chained together to prevent their escape, 
some of whom were hatless and shoeless, and 
without sufficient clothing to protect them from 
the cold, even while they were being driven to 
market. 

Mr. Laxon endeavored to improve methods 
of manufacturing salt, but was hindered by the 
opposition of rival claimants to the territory. 
Possession of title papers in those days afforded 
no assurance that the possession would be un- 
molested in the exercises of ownership. 

Kor was this the only danger which menaced 
those who claimed land in that section. Numer- 
ous tribes of Indians had discovered the location 
of the salt licks, which they believed the Great 
Spirit had provided for their own use. They 
did not believe the white man had any right to 
interfere, and often contended for absolute pos- 
session. 

It is said that Daniel Boone, the famous rifle 


114 The Kueal School-Teachee 

expert, hunter and Indian fighter, resided for a 
time in a cabin not far from the salt licks, for 
the possession of which these rival claimants 
contended. 

About the time the Revolutionary War broke 
out, Boone with a company of men skilled in 
woodcraft, cut a path through the woods for 
more than two hundred miles from l!lorth Caro- 
lina to Kentucky and Virginia. As they carved 
their way through the wilderness, they were 
often compelled to resist attacks from hostile 
bands of Indians. 

It was also known that natural gas escaped 
from the earth without the aid of pipe, drill 
or derrick, a short distance above the moiith of 
Elk River, but whether the Indians ever utilized 
gas in cooking the delicioiis venison steak, is 
not known. Being of a superstitious nature, it 
is not likely tliey ever ignited the gas for any 
purpose. 

Perhaps Mr. Laxon was one of the first to 
invest in productive salt or gas territory, and 
after Leonard Lowell returned from the hospi- 
tal, restored in mind and body, and having be- 
come rich by the inheritance of his uncle’s for- 
tune, he and Mr. Laxon entered into a copart- 
nership with the avowed purpose of developing 
territory on both sides of the river. 

But few persons had any faith in the project, 
but these men believed they would eventually 
qrealize large profits from their investoent. 


The Rural School-Teacher 115 


Having made preparations for some extensive 
development, they were one day engaged in 
erecting a scaffold or derrick, which would en- 
able them to drill to greater depths than any yet 
reached, when the premature escape of a power- 
ful gas pressure demolished the derrick, and 
seriously injured Leonard Lowell, while the 
mangled and lifeless body of Mr. Laxon was 
found dangling from the branches of a tree not 
far from the location of the well. 

The sad and untimely death of Mr. Laxon 
cast a gloom over the entire country, and re- 
sulted in cessation of development for a good 
many years. 

The sudden demise of an individual in the 
prime of life and robust manhood, reiterates 
with solemn emphasis, that life’s duration may 
terminate at any moment. 

Could those whose lives are given to pleasure, 
whose talents are never cultivated for any good 
purpose, be persuaded to lay aside worldly con- 
cerns long enough to realize that there exists 
only a film between life and death, a wonderful 
change in the manner of living would be inau- 
gurated. But so long as everything goes well 
with them, no thoughts of the separation of soul 
and body presents itself to their consciousness, 

Frederick Amiel compares life to a soap 
bubble : 

^‘Life is but a soap bubble hanging from a 
reed pole ; it is formed, expands to its full size, 


116 The Eueal School-Teachee ’ 


clothes itself with loveliest colors of the prism, 
and even escapes at moments from the laws of 
gravitation, hut soon the black speck appears 
in it and the globe of emerald and gold vanishes 
into space leaving behind it nothing but a sim- 
ple drop of turbid water. All the poets have 
made this comparison, it is so striking and so 
true. To appear, to shine, to disappear, to be 
born, to suffer and die ; is it not the whole sum 
of life, for a butterfly, for a nation, for a star 

Ethel Laxon learned of the tragic death of 
her father, and she and Albert Gordon attended 
the funeral. While at the old homestead, in 
looking over some valuable papers, she discov- 
ered the last will and testament of her father, 
properly signed and acknowledged according to 
law. All of his immense wealth had been de- 
vised to her without reservation of any kind or 
character. 

During all these years in which Mr. Laxon 
had been alienated from his daughter, his mind 
was never at rest. The more he pondered over 
the estrangement the more he realized the great 
injustice done, not only to his affectionate 
daughter, but to Albert Gordon. 

There was no plausible reason for his refusal 
to consent to the marriage, and this fact indeli- 
bly impressed itself upon his fastidious mind 
in lamenting over his great loss. His only ob- 
jection was, that Mr. Gordon was a school- 
teacher. 


The Rural School-Teacher 117 

Continuing these meditations seriously, he 
became more conservative in his views, and no 
longer regarded those engaged in the profession 
of teaching as less deserving of respect than 
other persons. 

He recalled the fact, that they are always 
leaders in every movement for the betterment 
of conditions of every worthy character, and 
are called upon to decide questions of public 
interest by properly reasonable and legitimate 
processes. 

During the time of his gradual conversion, 
he was enabled to comprehend, that nothing 
but fatuous ignorance of the profession could 
induce one to condemn a teacher for that reason 
alone, as he had done in the case of Albert Gor- 
don, who wished to marry his lovely daughter. 

He was enabled to realize that nothing could 
be more elevating than to lay siege to the citadel 
of tlie mind of those whose usefulness would be 
required in all of life’s varied vocations, and 
that, to influence the youth to higher ideals, to 
elevate and to strengthen the moral tone of the 
rising generation, was the acme of perfection 
in true manhood and w^omanhood. 

As Mr. Laxon’s heart softened toward his 
daughter, he imbibed the sentiment, as ex- 
pressed by Hewell D. Gilbert in Jean Mitchell’s 
School : 

^‘How is it that you do not see teaching to be 
the building of human minds up into, and in, 


118 The Eukal School-Teacheb 

their Divine possibilities, with the consequent 
reach of beauty and blessing to the world?” 

‘^How is it that you do not see teaching to be 
the great process by which the race shall one 
day be brought to see of its own age-long travail, 
in attaining freedom?” 

^TIow is it that you do not see teaching as 
the highest and noblest, the most delicate and 
beautiful and grand of arts ? The place to learn 
to receive spiritual birth as a teacher is at the 
feet of great teachers. Then and there you shall 
receive the artists vision that sees the angel in 
the block of stone, the nobility of manhood 
beneath the touseled head and unkempt gar- 
ments of an unlikely lad ; and in the vision find 
inspiration and wisdom and devotion and skill 
and purpose so to touch the lad’s life and brood 
over it that you shall at least see ambition and 
purpose waken, if indeed you may not follow 
him up to the time of full growth in stature 
and character.” 

Long before his death, Mr. Laxon had become 
reconciled to his daughter and was willing to 
grant her request, but had neglected to make 
Imown his change of heart. As it was, she knew 
nothing of his intention to forgive, until the 
will was read which devised to her his vast 
estates. 

Having spent a few days at her old home in 
adjusting matters pertaining to the property, 
they returned to the hospital to remain so long 


The Eukal School-Teachee 119 


as would be necessary on account of Albert 
Gordon’s injuries. 

Upon their return, they learned that a young 
lady had fallen overboard a vessel scheduled for 
Liverpool, England. There was no clue to her 
identity, unless, perhaps, she had owned certain 
trunlvs dn board, on each of which was plainly 
written the name ^^Ellen Steuben.” 

Those who heard the story of Miss Steuben, 
and of her entaglement in love affairs in which 
she played a leading part, and in which Merrill 
Mayo and Leonard Lowell were also concerned, 
were not long in arriving at a conclusion as to 
the cause of her death. Yet it will never be 
known whether she accidentally fell overboard, 
or whether her soul sought surcease of sorrow 
by annihilation of the body. 

Albert Gordon was soon pronounced out of 
danger, and, on the very day that General Lee 
surrendered the army of the South to General 
Grant, there was a double wedding at the Say- 
ard Hospital, the obligation having been given 
in a single ceremony. 

Albert Gordon proclaimed to the world, that 
he desired to have the constant vigilance of so 
faithful a nurse as Ethel Laxon to accompany 
him on life’s highway to the end of the journey. 

And Leonard Lowell and Merrill Mayo who 
had received a pressing invitation to the Gor- 
don- Laxon wedding, also denounced single life, 
and^ to establish a complete estoppel to further 


120 The Kueal School-Teachee 


complication in love affairs, covenanted to and 
with each other, to forsake all other persons, 
and to remain true and steadfast until death 
should sever the ties which bound them as hus- 
band and wife. 


OUR NEWEST ISSUES 


By Wilbert C. Blakeman. 

The Black Hand 1.50 


By John W. Bennett. 

Roosevelt and the Republic 1.50 


By Hon. Joseph M. Brown. 

(Governor of Georgia.) 

Astyanax — An Epic Romance 1.50 


By John Tracy Mygatt. 

What I Do Not Know of Farming 75 


By Esmee Walton. 

Aurora of Poverty Hill 1.50 


By Josephine Merwin Cook. 

Bandana Days .75 


By Howard James. 

The Wraith of Knopf and Other Stories I.oo 


By George Fuller Golden. 

My Lady Vaudeville and Her White Rats.... 2.00 


By J. A. Salmon-Maclean. 

Leisure Moments i.oo 

A Stricken City ^ >59 


OUR NEWEST ISSUES 


By James A. Ritchey, Ph.D. 

Psychology of the Will $1.50 


By Charles Hallock, M. A. 

Peerless Alaska i.oo 


By Dwight Edwards Marvin. 

Prof. Slagg of London 1.50 

The Christman 1.50 


By Caroline Mays Brevard. 

Literature of the South 1.50 


By Susan Archer Weiss. 

Home Life of Poe (3d ed.) 1.50 


By Irving Wilson Voorhees, M.D. 
Teachings of Thomas Henry Huxley (2d ed.) . i.oo 


By Mrs. Annie Riley Hale. 


Rooseveltian Fact and Fable I.oo 

By Hon. D. W. Higgins. 

The Mystic Spring 1.50 

By Edith Nicholl Ellison. 

The Burnt-Offering i.fl5 


OUR NEWEST ISSUES 


o)2(<vO 9/o(o *yo(b 


By Alexandre Erixon. 

The Vale of Shadows 1.50 


By Mrs. Josephine M. Clarke. 

The King Squirrel of Central Park (Juvenile) . .60 


By William N. Freeman. 

St. Mammon 1.5a 


By Mrs. I. Lowenberg. 

The Irresistible Current 1.50 


By M. Y. T. H. Myth. 

Tales of Enchantment i.oo 

A Tale Confided by the Woods 75 


By Ida Blanche Wall. 

Comedy of Petty Conflicts 1.25 


By Elizabeth Helene Freston. 

Poems (portrait) beautifully bound i.oo 

Italia’s Fornarina (leather) 3.00 


Poetry of Childhood, by Paul Warner Esmond 
(Memorial Edition) 1.50 


BOOKS YOV NVST HEAD 
SOONER OR LATER 


Told ».t Twflight 

By Eva Browne. 

/ 

j^dclightful collection of stories and po^ms^ 
^Autho/s photo. ) 

Job.Trotter' 

By, Sylvester Fields 
50c.) 

,1^ uAique'worfc, proving that th^ "earthly "^paradise"' 
^Of the colored race is Africa. This book is decided]/ 
*the_b«t_work th^has yet appeared «i th^ si^ect.f 


TKeJSin of Ignorance 

By Henrietta Sieg^^ 

$1.00., 

An exceedingly clever story, by a Ne^ York'prl, who 
i|>icttires with a fearless hand the domes tic mi sery result^ 
I^^from. drink ^and dissipation.; 

(4 special dtawin^i.) 




• 

♦ 







’ * 




' * » 
* • I > ' 









4 


» 


C 


• I 


\ 


% 




. I 

» 


c 




I 


I 


• I 

t 


. i 


k. 


fc 


% 

' A 

* 


> 


t 

> 


« 

( 

• I 



4 


r 



^ • 


A 


> 





$ 


t 



% 


I 


^ A . 

t * 






« 


I 




4 i 


% 


■;> 







'7*^ 







v ^-' '••*/, 1 '^M'l •' ' ’ ‘ ’\t 'v'/v..' .Y'"" ' • ■' / •’ ’^'. ''J’' 


r 


. I 


■.* j 


' ■ \ 'y '■< • ’/rV.- • ' <',• 

v_ j ♦ / * ^ • r » • 

»■ , ^ . I , 

* * . ' ' /m. ' I . 


^ . J 


N ■ • ■ ■.•t..V 

* •, »' 


. 

5iV '. :; ■■ 

’(',’ :i;'V' ' V 

’ \y . t 


’ • '- * ^ r* *■' 'l/^t ' ■' .' I" :'V * ^** * ’■ ^ 5 *' ‘*- 

■ , r.:p) :-A::v :>',■■■ '.■; • '■ . -'K'^IP*., ,fe 


lt '7 ■ *■ 





■ m: 

' ■■ 'r: * 


n. 


■ ' '>. 3 N ;-*■'■■ ■ 


' i£l “r . I ’7'' • " ' 

.HFUju-' t ■■: M-'.'f * :»• • 

VT- .' . ' i '. .*, • . V’r^l''':^ ’’' ' ' ' ' • *>■ . ■ ■';■•' 

('k>’ /;■■•'■:' ' •..-- ••- ..'»■■■ '>•' • 

tfPji to JSf - , , • ' V ■ ■'• ’•■'’ .•■ ■■ V '.; •: P m ;- , . , 

‘ ky ru. ; /.'■ 'v',- '’■•■ ' ■■• 4 

■; ’ .m 


' 'Vh ‘.‘iiVi j. ■ ^ 


» ' 


iK , , ,. 

' ' ‘I’ 4 1 

' .' \ J’J . 






' v 


/ * 


'*v,V. 


I 


» I, 


I '• r’ 


•i;A : 

' I 


I* 

I ' . ' I 

' '• •! ' ' 4 ‘r 


\ • 




••‘V l'' ‘ : ’ '• ' ''‘v’ ''>;w ' ’ ' 




•■’ V ' V 


♦ I 

f' t. 


'Z 


\ >)\W • 'V. • • 


I t 




. • V\|.^ . 






• * ? ^ ' ' * 1 

**Wr i« ^ f \ '• V ' 


"'n' ^ 1 ii .^V ■ .!»*.- , , . • ■ il '. ,'pv I'! » -i.Vv.y^Srai \' 


mi" 

f ^ " a I Vii' 

ms 


xffij sTii?' •■ • '?Yi '' ■ 'V I 'J 

»®;,: -.,, 4,1 ' ,,.. 

.tf: *5 ^te; ■■£ ,.,•' ' ,■: i;,' '., 

Ayvi': ‘, ■■’■ .'■' ■,■.■, '''■!4 ' , r. ’’jI'.I'' ' ■ ' : .'i ■ v'' ' ■ **^''iijR.!^'!i 


'.A ^ 


nj'J'ij 'I ’* '' P\^'ir • *»'■' " *'* V ’ • ' 'I’li' ' ■ ** ' ^ J ' ' J •’■ • '1 -i/v-*' • - ' 


* r 




.i-v; v;, I 


■Ms ' 


^\<y \ . 


7|:?W ■■?;m 

■ ' ^ ^ ■ V '■; M ' 


'.vu 


•» 

^ . •• 


.‘'a '.M^ ■ •''! 

. .'• '•' iV'i • ■,•.■. r-'£ 


^wUx . • ' ‘ ■» ^ ' - *' A; A . 1 ’ VAW'.% 

I». .''. v. ^■‘<t's:. ■•U' 4 'S 

' h" " ,' fit'., .. .'’o' ''m5:'.VV.V:J^,'V 




\ , 'V.* i ^ i f.’ •' • •' 








library of congress 


